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IVIicrosoft  Corporation 


littp://www.arcliive.org/details/courseofstudyforOOmcmuricli 


course:  of  sxudv 


ROFJ      -THE 


EllGHT     GRADEIS 


OF-       TM  e 


Common    Sohool 


INCUUDING       A 


HAND     Book    or     Rractioau    Sugges-tion! 
xo    Teachers 


Cmarl-es    a.    McMurrv,   Ph.D. 


BLOOM  I  NQTON,      11-1 

F>UBI_IC-©CHOOU       F>UBI_ISmNC3       COMPANY 


Copyright,  1895 

By  Charles  A.  McMurry, 

Normal,  III. 


EDUCATION  DEPT. 


Press  and  Bindery  of 

Pantagrapli  Printing  and  Stationery  Co. , 

Bloomington,  111. 


TABLE  OF  CONTENTS. 


Page. 

First  Year,               ......  7 

Second  Year.                 ......  22 

Third  Grade.           .            .            .            .            .            .  39 

Fourth  Grade,               ......  54 

Fifth  Grade,            ......  69 

Sixth  Grade,                  ......  84 

Seventh  Grade,      ......  99 

Eio-hth  Grade,               ......  127 

Preparatory  Class,            .             .            .             .            .  141 

Hand  Book,        ......  143 


5801 IG 


This  Course  of  Study 


IS   DEDICATED  TO 


XTbe  Ueacbets  ot  tbe  (Xommon  Scbools, 


In  making  out  their  Courses  of  Study  for  local  use,  superintendents 
and  teacbers  are  at  liberty  to  make  such  use  of  the  ma- 
terials and  suggestions  of  this  book  as  they  may 
desire,    giving  credit    for  the   same. 
The  author  will  be  gratified  to 
receive  such  courses  of 
study  for  compar- 


Preface. 


This  course  of  study  has  been  worked  out  in  the  train- 
ing department  of  a  Normal  School,  where  it  may,  perhaps, 
suit  the  conditions,  but  in  any  other  school  it  would  need  to 
be  more  or  less  modified.  Some  of  the  peculiar  conditions 
of  such  a  school  ma}'  be  stated  thus: 

1.  A  very  large  teaching  force  of  from  one  hundred  to 
a  hundred  and  twenty  pupil-teachers  is  at  hand.  A  teacher 
has  usually  but  a  single  class  in  one  study,  one  period  (45 
minutes,  sometimes  only  22  minutes)  daily. 

2.  Out  of  six  regular  recitation  periods  daily  the  chil- 
dren usually  recite  during  five  periods  and  have  but  one 
study  period  in  school.  The  method  of  teaching  is  there- 
fore largely  oral  and  the  recitation  period  is  a  learning 
period.  This  oral  teaching  calls  for  greater  skill  and 
mastery,  if  it  is  to  be  effective. 

3.  There  is  usually  but  one  class  in  the  room  at  a  time, 
and  that  a  small  one  (from  ten  to  twenty  pupils). 

4.  In  intermediate  and  grammar  grades  only  arithme- 
tic and  reading  are  recited  daily.  In  other  words  there 
are  three  pairs  of  alternating  studies.  Literature  or  his- 
tory alternates  with  natural  science:  geography  alter- 
nates with  language  lessons;  writing  alternates  with 
drawing.  Each  of  these  studies  is,  therefore,  only  a  half 
study,  coming  only  every  other  day.  The  daily  program 
for  any  class  may  appear,  therefore,  as  follows: 

Opening  exercises  and  spelling.  25  minutes. 

1.  Period.     Arithmetic,  daily,  45  minutes. 

2.  Period.  History  or  Literature— Natural  Science.  45 
minutes. 

Recess. 
A.  Period.     Heading,  daily,  45  minutes. 
4.  Period.     Writing  — Drawing.  45  minutes. 


6  Preface. 

Noon. 

5.  Period.     Geography — Language  Lessons,  45  minutes. 

6.  Period.     Study  period,  45  minutes. 

5.  A  room  teacher  is  responsible  for  each  room,  who 
takes  charge  of  the  room  at  recesses  and  during  the  study 
period  and  teaches  some  of  the  classes.  The  room  teacher, 
with  the  aid  of  the  critic  teacher,  seeks  to  give  unity  and 
consistency  to  the  work  of  so  many  different  instructors. 

In  the  following  course  of  study  there  is  an  effort  to  in- 
corporate such  improvements  as  the  progress  of  education 
is  demanding.  The  doctrine  of  concentration  has  influenced 
the  choice  and  arrangement  of  materials  not  a  little.  Not 
that  this  course  is  k  full  or  even  satisfactory  working  out 
of  that  doctrine,  but  only  a  positive  beginning  along  this 
line.  Concentration  is  a  very  large  and  comprehensive 
problem  and  can  be  worked  out  only  gradually.  Not  much 
effort  is  made  in  this  course  to  correlate  arithmetic  with 
the  other  studies,  and  in  writing,  drawing,  and  music 
not  very  much  is  yet  accomplished,  but  in  history  and 
literature,  reading,  geography,  natural  science,  and  lan- 
guage, there  seems  to  be  already  a  natural  and  legitimate 
held  for  correlating  studies. 

For  a  fuller  discussion  of  material  and  method  in  each 
study,  practicing  teachers  are  constantly  referred  to  the 
Special  Methods  in  Reading,  Literature  and  History, 
Geography,  and  Natural  Science,  besides  other  books  of 
method.  A  second  series  of  books,  which  furnishes  the  full 
treatment  of  toi3ics,  is  partly  worked  out  for  the  grades. 
For  these,  consult  the  price-list  at  the  end  of  this  book. 

Several  teachers  have  assisted  in  this  work,  whose 
names  are  given  in  the  body  of  the  book. 

Xonnal  lU.,  Sept.  7,  189r>. 


First  Year. 


Literature. 

First  Term.    Fall. 

1.  The  Old  Woman  and  Her  Pi";. 

2.  Little  Red  Riding  Hood. 

3.  The  Anxious  Leaf.  (Beecher.) 

4.  The  Three  Bears. 

5.  The  Lion  and  the  Mouse,  (^sop.) 

6.  The  Little  Match  Girl.  (Andersen.) 

Second  Term.    Winter. 

7.  The  Fir  Tree.  (Andersen.) 

8.  The  Four  Musicians.  (Grimm.) 

9.  The  Discontented  Pine  Tree. 

10.  Cinderella. 

11.  The  Coal  of  Fire,  the  Bean,  and  the  Straw.  (Grimm.) 

Third  Term.    Spring. 

12.  The  Bird  with  No  Name.  (Grimm.) 

13.  The  Proud  Apple  Branch.   (Andersen.) 

14.  The  Ugly  Duckling-.  (Andersen.) 

15.  The  Pea  Blossom.  (Andersen.) 

(«)  These  stories,  as  a  whole,  are  simple,  lively,  and 
imaginative,  and  call  out  a  strong,  spontaneous  activity 
of  the  children. 

(6)  They  deal  with  social  relations  and  personal  con- 
duct, and  also  with  interesting  forms  of  plant  and  animal 
life. 

(c)  The  first  story  appears  very  fantastic  and  unreal  to 
many  people,  but  experience  shows  that  it  has  peculiar  at- 
tractiveness and  interest  to  children.  Its  simple  repeti- 
tions make  it  easy  to  grasp  and  reproduce. 


8  Course  of  Study 

Several  of  iLe  selections,  while  possessing  the  merits 
already  meniioned,  are  S'uited  to  certain  seasons  and  are 
used  at  those  tlniues,  jthus,  the  time  of  teaching  "'The 
Anxious  Leaf  is  determined  by  that  of  the  falling-  of  the 
leaves  in  the  autumn.  "The  Little  Match  Girl'"  and  ''The 
Fir  Tree"  are  both  Christmas  stories:  the  one  is  taught 
immediately  before,  and  the  other  soon  after  the  holida3"s. 
All  the  stories  taught  in  the  spring  are  specially  adapted 
to  that  season  of  the  3^ear. 

Science  Topics. 

Fall  Term. 

(1)  Preparation  of  large  buds  of  trees,  e.  g.  hickory, 
buckeye,  cottonwood.  balm  of  Gilead,  and  walnut,  for  win- 
ter rest,  associated  with  gathering  of  autumn  leaves. 

(2)  Life  histor}'  of  dog  and  cow. 

(3)  Sheep,  by  comparison  with  cow. 

(4)  Fox  squirrel — its  home  life. 

(5)  Rabbit  and  mouse  by  comparison  with  squirrel. 

Winter  Term. 

(1)  Winter  stud}'  of  Austrian  Pine  as  a  t3-pe  of  ever- 
green trees: 

(2)  Scotch  Pine.  .    _ 

Hemlock.  f    By  comparison  with 

Norway  Spruce.  >  Austrian  Pine. 

(3)  Horse. 

(4)  Donkey  by  comparison  with  horse. 

(5)  Chicken — type  of  birds. 

(6)  English  sparrow  and  chickadee  b}'  comparison  with 
chicken. 

(7)  Cat. 

Spring  Term. 

(1)  Plant  sweet  peas,  Lima  beans,  and  corn.  Watch 
development. 

(2)  Spring  study  of  evergreen  trees  studied  in  the 
winter. 


For  ike  First  Grade.  9 

(3)  Robin  and  red-headed  woodpecker. 

(4)  Buds  and  blossoms  of  apple,  cherry,  and  plum. 

(5)  Duck — type  of  water  bird. 

(G)  Goose— bj'  comparison  with  the  duck. 

Children  draw  the  objects  studied. 

Books  for  reference:— For  study  of  trees,  see  Mrs.  Dy- 
son's "Stories  of  the  Trees;"  Gordon's  "Pinetum;"  Apgar's 
"Trees  of  Northern  U.  S.;"  Gray's  "Structural  Botany;" 
Gray's  "Phj^siological  Botan3^" 

For  study  of  Quadrupeds  see  Dr.  Lockwood's  "Animal 
Memoirs,"  Part  I. 

For  study  of  Gnawers,  see: 

(1)  Standard  Natural  History,  pp.  68-133. 

(2)  Seaside  and  Wayside  IV. 

(3)  Johonnot's  "Feathers  and  Fur." 

(4)  Johonnot's  "Claws  and  Hoofs." 

(5)  Wood's  "Homes  Without  Hands." 

(6)  Naturalist's  Rambles  About  Home. 

(7)  Mammals  of  North  America  (Baird). 

(8)  Squirrels— Intellig-ence,  May  1,  1894. 

For  study  of  Birds  see  Dr.  Lockwood's  "Animal  Mem- 
oirs," Part  II,  and  books  by  John  Burroughs,  Olive 
Thorne  Miller,  Leander  Keyser,  and  Bradford  Torrey. 

Remarks  on  Nature  Study. 

First  Term.    Fall. 

[The  figures  used  in  the  general  remarks  refer  to  the  course  in 
Literature.] 

1.  (a)  The  Shepherd  Dog. 
(6)  Cow. ' 

(c)  Sheep  (by  comparison  with  the  cow). 
The  principal  objects  studied  are  types,  and  while  the 
children  do  not  recognize  them  as  such  in  this  grade,  they 
do  get  a  very  vivid  perception  of  the  characteristic  typical 


10  Course  of  Study 

notions  which  these  animals  illustrate,  e.g.,  the  dog"  is  the 
type  of  digitigrads  carnivora.  The  children  in  its  study  are 
surprised  and  pleased  to  find  that  it  walks  upon  its  toes. 
As  this  is  the  first  animal  studied,  all  comparisons  are 
made  with  themselves.  They  like  to  try  walking-  as  a  dog- 
does.  Its  manner  of  eating-  also  interests  them.  They  see 
that  its  large  tearing-  teeth  are  well  adapted  to  devouring 
the  kind  of  food  it  likes  to  eat.  They  do  not  need  such 
teeth,  for  they  have  knife  and  fork;  and  besides,  their 
food  is  cooked  so  that  it  is  easily  divided. 

In  the  study  of  the  cow,  one  of  the  most  interesting- 
points  noted  by  them  is  its  manner  of  walking  on  its  pairs 
of  toe-nails,  or  hoofs. 

The  teacher  may  well  keep  these  type  forms,  based 
really  upon  scientific  classification,  clearly  in  mind,  not 
for  the  purpose  of  imposing  them  upon  the  children  too 
early,  but  to  point  out  to  him  the  centers  of  observation 
for  children.  In  later  years,  of  course,  these  type  studies 
will  lead  up  to  scientific  system. 

The  dog"  and  the  cow  are  two  central  characters  in  the 
story  of  "The  Old  Woman  and  Her  Pig." 

Another  reason  for  choosing"  the  dog"  is  because  every 
child  in  the  class  is  familiar  with  and  interested  in  it.  For 
this  first  study  at  least,  while  the  children  are  timid  and 
inclined  to  feel  school  restraints  as  burdensome,  it  is  im- 
portant to  study  an  animal  about  which  all  have  something 
to  say,  which  they  will  express  without  realizing  that  the 
school  is  so  totally  different  from  the  home., 

The  shepherd  dog  is  chosen  because  it  is  the  one  most 
commonly  used  in  driving  animals.  The  diversity  in  the 
appearance  and  character  of  dogs  is  so  great  that  to  study 
the  dog  would  be  impracticable,  for  while  one  child  is  think- 
ing of  a  Newfoundland  another  might  call  to  mind  the 
poodle.  The  species  familiar  to  the  greatest  number  may 
well  be  chosen. 


For  the  First  Grade.  '  11 

The  cow  is  as  familiar  as  the  clog  to  all  country  chil- 
dren, and  the  city  children  should  become  acquainted  with 
a  friend  to  which  they  owe  so  much.  No  child  after  being 
in  school  a  year  should  have  such  a  vague  notion  of  a  cow 
as  to  describe  it  as  '"no  bigger  than  my  thumb  nail.'"  In 
man}-  cases,  b}'  a  little  trouble,  the  cit}'  children  may  be 
taken  to  the  suburbs  to  see  a  cow.  It  would  be  worth  much 
to  them;  but  if  this  be  impossible,  b}^  the  aid  of  good  pic- 
tures and  comparisons  with  animals  familiar  to  them,  a 
definite  idea  may  be  arrived  at  which  will  enable  them  to 
recognize  immediately  a  cow  which  they  may  see  later. 

Usually  it  would  seem  best  to  study  no  object  which 
cannot  be  presented  to  the  class.  Is  not  the  cow  an  excep- 
tion to  the  rule  on  account  of  our  dependence  upon  it  for 
so  much  of  our  food,  clothing,  etc.? 

For  reasons  similar  to  those  given  above,  the  sheep  is 
studied  by  all  children,  but  let  the  teacher  he  sure  that  it 
is  iin2)0ssihle  to  see  the  ohject  before  studying  it  otherwise. 

2.  We  should  hardlj-  recommend  the  stud}^  of  the  wolf 
in  connection  with  the  story  of  ''Little  Red  Riding  Hood." 
In  the  first  place,  few  of  the  children  have. seen  a  wolf  or 
will  be  able  to  see  one  during  the  study.  Secondly,  those 
who  do  see  it  know  little  of  its  habits  in  a  wild  state,  and 
it  is  the  home  life  of  an  animal  that  is  particularly  inter- 
esting to  children:  thirdly,  children  are  not  dependent  upon 
the  wolf  for  either  the  luxuries  or  necessaries  of  life. 

3.  Preparation  of  familiar  trees  w^ith  large  buds,  as 
hickory,  walnut,  buckeye,  and  various  poplars,  for  winter 
rest,  this  study  to  be  associated  with  the  gathering  of  au- 
tumn leaves.  The  connection  between  the  Anxious  Leaf 
and  nature  study  is  here  a  very  close  one.  The  leaves  stay 
on  the  trees  as  long  as  needed  by  the  buds.  When  the  cov- 
erings of  the  latter  are  complete  so  that  they  are  no  longer 
dependent  on  the  leaf  stalks  for  protection,  the  gaily  col- 
ored leaves  take  their  well-earned  holiday'. 


12  Course  of  Study 

4.  For  reasons  under  (2)  it  seems  hardly  advisable  to 
teach  the  bear  unless  the  children  are  familiar  with  its 
habits. 

5.  The  story  of  '"The  Lion  and  the  Mouse''  suggests 
among  animals  the  gnawers — the  mice— but  in  treating  this 
group  of  animals  with  children  the  fox  squirrel  is  a  better 
tj^pe  than  the  mouse.  It  is  evident,  therefore,  that  while 
the  stories  suggest  the  class  of  animals,  the  scientific  tj'pe 
suggests  the  better  animal  for  treatment  than  the  stories. 
The  selection  of  the  squirrel  as  a  type  study  for  children 
depends  therefore  upon  both  literature  and  science.  Con- 
centration of  studies  does  not  bind  us  down  to  any  slavish 
control  of  one  study  by  another,  but  it  leaves  us  free  to  se- 
lect the  best  topics  that  literature  and  science,  either  sep- 
arately or  in  combination,  can  suggest. 

The  nut-bearing  trees  previously  studied,  as  indicated 
under  (3)  furnish  an  interesting  introduction  to  and  con- 
nection with  the  study  of  the  squirrels,  which,  about  this 
time,  are  laying  in  their  winter  stores. 

The  rabbit  is  familiar  to  most  children.  By  compari- 
son with  the  squirrel  the  study  deepens  in  interest.  The 
season  is  also  favorable,  as  the  wild  rabbits  are  abundant 
in  the  countr}^,  and  their  tracks  in  the  early  snows  are  a 
curious  study. 

The  rabbit  was  also  a  friend  to  "The  Fir  Tree,"  about 
which  the  children  learn  early  in  the  winter  term. 

The  mouse  (by  comparison  with  the  squirrel).  The 
children  are  probably  more  familiar  with  the  mouse  than 
with  squirrels,  and  enough  of  its  habits  have  been  brought 
out  in  a  fanciful  way  in  the  story  of  "The  Lion  and  the 
Mouse"  to  make  this  common,  despised  object  a  welcome 
subject  of  study. 

Second  Term.    Winter. 

7.  and  9.  A  winter  stud}^  of  the  most  common  evergreen 
of  the  localitj^,  providing  it  be  a  good  type  of  this  class  of 


For  tlie  First  Grade.  13 

trees;  this  study  in  connection  with  the  stories  of  The  Fir 
Tree  and  The  Unhappy  Pine  Tree,  (a)  TJie  Austrian  Pine.— 
Its  foliag-e;  two  kinds  of  buds,  leaving  the  children  to  find 
out  for  themselves  in  the  spring  what  each  contains;  the 
fully  grown  cone,  with  its  tightly  closed  doors,  which  a 
warm  atmosphere  causes  to  open;  the  one-year  cones, 
whose  work  is  only  half  done;  position  of  cones  on  the 
branches;  color  and  character  of  the  bark;  general  out- 
line of  the  tree.  (6)  the  Scotch  pine,  (c)  the  Norway  spruce, 
and  the  (d)  Hemlock, by  comparison  with  Austrian  pine,  pro- 
viding these  trees  be  common  in  the  locality  where  studied. 

8.  The  story  of  "The  Four  Musicians"  suggests  the 
study  of  the  donkey.  But  first  we  shall  study  the  horse,  a 
cousin  of  the  donkey,  it  being  a  better  type  of  solid-hoofed 
animals,  (h)  The  donkey  (compared  with  the  horse),  (c)  The 
cat,  whose  characteristic  habits  have  been  brought  out  in 
the  story,  (d)  The  chicken,  another  of  the  musicians  and  a 
good  type  of  birds,  (e)  English  sparrow,  and  (/)  Chick- 
adee, by  comparison  with  chicken. 

Any  other  birds  common  during  the  winter  time  in  the 
locality  where  studied  would  do  as  well  as  the  two  men- 
tioned above. 

Third  Term.    Spring. 

11  and  15.  Plant  Lima  beans,  sweet  peas,  and  corn.  We 
have  heard  about  the  bean  that  burst  from  laughing  in 
the  story  of  "The  Bean,  the  Coal  of  Fire,  and  the  Straw," 
and  shall  find  that  beans  burst  when  working  in  sober 
earnest.  The  sweet  peas  are  near  relatives,  and  we  shall 
need  a  vine  and  some  flowers  when  teaching  the  story  of 
"The  Pea  Blossom."  The  corn  is  planted  that  its  contrast 
in  growth  from  the  seed,  when  compared  with  the  bean 
and  the  pea,  may  be  noted.  (The  gradual  development  of 
these  plants  from  seed  to  flower  and  fruit  is  carefully  no- 
ticed by  the  children.) 

7  and  9.  Spring  study  of  the   evergreen   trees   whose 


14  Course  of  Study 

winter  study  we  have  noted  previously— the  development 
of  the  clustered  buds  of  the  Austrian  pine  into  staminate 
flowers  and  new  growth,  and  of  the  long-  pointed  buds  into 
new  growth  and  cones:  the  office  of  the  sap:  uses  of  the 
root,  trunk,  branches,  and  leaves;  seeds  sown  and  manner 
of  growth  studied. 

12.  (rt)  The  robin,  our  best  known  summer  bird,  took  part 
in  the  contest  for  kingship  in  the  story  of  "The  Bird  With 
No  Name,"  so  also  did  (b)  the  red-headed  wood-pecker,  one 
of  our  most  showy  birds.  For  study,  any  other  birds  would 
do  as  well.  These  are  most  familiar  to  the  children  in  the 
locality  in  which  this  course  is  followed.  The  wren,  owl, 
and  eagle  are  more  prominent  in  the  story,  but  the  wren 
is  a  small  bird,  quite  inconspicuous  in  color,  and  very  fre- 
quently no  child  in  the  class  knows  it.  Were  it  familiar 
to  the  children  it  would  be  desirable  to  study  it.  The  owl 
may  better  be  studied  in  the  winter  when  material  is 
scarce,  and  the  eagle  is  not  well  known  with  us. 

13.  (a)  Apple  Blossoms  connected  with  the  story  of  The 
Proud  Apple  Branch.  The  buds  are  studied  from  the  be- 
ginning of  term,  or  at  least  these  observations  are  begun 
before  any  change  has  taken  place  in  the  bud,  and  all  de- 
cided changes  are  carefully  noted  by  the  pupils  until  the 
fruit  is  well  formed  or  ripened,  (b)  Plum,  and  (c)  Cherry, 
watched  as  above  and  compared  with  the  apple. 

14.  (a)  The  Buck  (type  of  water  birds),  studied  in  con- 
nection with  the  story  of  The  Ugly  Duckling,  (b)  The 
Goose,  by  comparison  with  the  duck. 

Reading. 

Work  for  Fall  Term — Cyr's  Primer,  pp.  1-25.  "Rhj^mes 
From  Verse  and  Prose." 

Sounds  of  Letters — Short  sounds  of  a,  e,  i,  o,  u;  b,  hard 
c,  d,  f,  hard  g,  h,  k,  1,  m,  n,  p,  r,  s,  t,  v,  w,  ch,  ow,  oy,  and 
sonant  th.     No  marking's  of  sounds. 


For  the  First  Grade.  15 

Work  for  Winter  Term— Cyr's  Primer,  complete.  Se- 
lections from  "Heart  of  Oak  I.,"  "Verse  and  Prose,"  and 
^-Esop's  Fables. 

Sounds  of  Letters— Long-  sounds  of  a,  e,  i,  o,  u,  with 
marking  of  both  short  and  long-  sounds,  cedilla  c,  soft  g, 
nonsonant  th,  s  when  sounded  like  z,  ou,  oi,  sh. 

Work  for  Spring  Term— Hodskins'  Little  People's 
Reader,  pp.  1-51,  and  selections  from  "Nature  Stories  for 
Young  Readers,''  and  "Animal  Life,"  also  poems  connected 
with  their  other  work. 

For  method,  see  McMurry's  Special  Method  in  Reading. 

First  Term.    Fall. 

(a)  The  stories  which  the  children  have  learned  and  re- 
produced in  first  grade,  together  with  the  science  topics, 
have  often  been  made  the  basis  of  board  script  exercises  in 
learning  to  read.  The  advantage  of  using  these  thought 
materials  in  the  first  reading  exercises  is  that  both  the 
w^ords  and  the  thoughts  are  familiar  and  interesting  to 
the  children  and  they  enjoy  learning  to  read  stories  which 
have  attracted  their  interest.  This  is  the  opposite  of  the 
formal  drill  on  charts  and  in  primers.  The  subject  matter 
in  these  exercises  is  derived  from  topics  treated  in  Litera- 
ture and  Science. 

[h]  Reading,  from  a  book,  or  printed  page,  of  poems, 
rhymes,  and  songs  previously  learned  by  the  children  at 
home  or  in  school. 

1.  Bow,  wow,  wow,  whose  dog  art  thou;  HarkI  harki 
hark!  the  dogs  do  bark;  Pretty  Cow,  Jane  Taylor;  The 
Cow,  Robert  Louis  Stevenson;  Little  Boy  Blue;  Little  Bo- 
peep;  Mary's  Lamb;  all  from  Verse  and  Prose  for  Begin- 
ners. 

3.  "I  am  the  wind  and  I  come  very  fast." 

5.  By  Baby  Bunting,  and  R  was  a  rabbit:  Five  Little 
Mice:  Hickory,  dickory  dock,  and  Some  little  mice  sat  in 
the  barn  to  spin,  from  Verse  and  Prose. 


16  .  Course  of  Study 

6.  The  First  Christmas,  Emilie  Poulsson;  Snowflakes — 
"Tap,  tap,  tap,  what  a  tinj^  call,"  etc.;  The  Snow — "Lit- 
tle white  feathers,"  etc.;  "Heart  of  Oak  I."  contains 
of  these  rhymes. 

During"  this  term  and  the  following"  terms,  beginning 
about  the  fifth  or  sixth  week  of  school,  the  children  spend 
a  few  minutes  each  day  learning  the  sounds  of  letters, 
these  sounds  being  derived  by  them  from  some  of  the 
words  with  which  they  have  become  familiar.  Through 
their  knowledge  of  these  sounds  they  are  enabled  to  make 
out  words  for  themselves,  and  the  second  term  they  do 
considerable  of  the  reading  without  previous  acquaint- 
ance with  the  stor}'  or  poem. 

Second  Term.    Winter. 

7  and  9.  The  moon  and  stars  smiled  down  upon  the  lit- 
tle fir  tree  of  our  stor}^  in  its  forest  home,  doing  all  in  their 
power  to  make  it  'happy,  and  the  snowflakes  made  it  a 
beautiful  white  coat. 

This  season  also  suggests  the  following:  Star  light,  star 
bright;  I  have  a  little  Sister,  they  call  hey  Peep,  Peep;  and 
Twinkle,  Twinkle  Little  Star;  from  Verse  and  Prose.  Lady 
Moon,  Lord  Houghton;  I  see  the  Moon;  and  O,  Look  at  the 
Moon,  from  Heart  of  Oak  I.:  Snowflakes— "Whenever  a 
snowflake  leaves  the  sky";  Pine  Needles,  Wm.  Hayne;  The 
Snowflake's  Story,  in  Nature  Stories  for  Young  Readers. 

8.  Ride  a  cock  horse;  Great  A,  little  a;  Pussy  cat,  pussy 
cat;  I  like  little  pussy;  from  Heart  of  Oak  I.  Hey,  diddle, 
diddle;  Ding,  dong  bell;  Three  little  kittens;  from  Verse 
and  Prose.  Pussy  sits  beside  the  fire,  Heart  of  Oak  I.:  The 
Little  Chickadee. 

Also  the  following  of  ^Esop's  Fables  simplified: 

The  OldHoumd:  The  Horse  and  the  Groom:  The  Donkey 
and  the  Wolf;  The  Donkey  and  the  Horse:  Belling  the  Cat; 
The  Cat  and  the  Mice;  The  Hen  and  the  Golden  Eggs. 

11.  The  Boy  Bathing,  The  Bear  and  the  Two  Travelers. 


For  the  First  Grade.  17 

Third  Term.    Spring. 

11  and  15.  A  Little  Brown  Seed,  When  the  Seeds  Begin 
to  Sprout:  in  Child's  Song-  Book;  A  Dewdrop,  Stevenson; 
The  Swing,  Stevenson:  Runaway  Brook,  Mrs.  FoUen; 
from  Verse  and  Prose.  Drip,  Drip,  Drip,  in  Child's  Song 
Book.  The  April  Shower.  Who  Likes  the  Rain,  Clara  Doty 
Bates.  Plump  Little  Baby  Clouds,  One  Little  Cloud.  Na- 
ture Stories  for  Young  Reader  pp.  1-4,  10-12,  and  28-33. 

12.  Nature  Stories  for  Young  Readers,  pp.  12-11,  16,  17, 
33-37.  Animal  Life,  pp.  113-115;  The  Egg  in  the  Nest, 
Who  Stole  the  Bird's  Nest,  Once  I  Saw  a  Little  Bird,  Who 
Killed  Cock  Robin,  The  Bird  and  its  Nest,  from  Verse  and 
Prose.  A  Bird  Song,  Heart  of  Oak  I.,  The  Secret  from 
Little  Flower  Folks.  What  Robin  Told,  George  Cooper; 
The  Nestlings,  Laura  F.  Pollard. 

13.  The  Dandelion  —  Bright  Little  Dandelion:  The 
Cherry  Tree,  Bjornson:  The  Child  and  the  Apple,  Elaine  G. 
Eastman,  from  the  German. 

14.  Animal  Life,  pp.  90-93;  The  Chicken's  Mistake, 
Phoebe  Gary. 

Number. 

Winter. 

Begin  Number — Teach  combinations  through  six. 

(a)  Addition  and  subtraction  tables  3-6,  oral  and  writ- 
ten. 

{h)  Exact  multiplications  and  divisions — product  and 
dividend  not  to  exceed  6. 

(c)  i  of  1,  2,  4,  and  6;  i  of  1,  3,  and  6. 

(d)  Names,  figures,  and  Roman  Numerals  through  six, 
written. 

(e)  Concrete  problems  based  on  Science  and  Literature. 
(/)  Compound    numbers— Liquid  measure:  3  feet  =  1 

yard.   51  yards  =  1  rod.    Learned  by  actual  measurement, 
by  the  children. 


18  Course  of  Study 

Spring  Term. 

(a)  Review  of  last  term's  work. 

(6)  Addition  and  subtraction  tables  through  ten. 

(c)  Exact  multiplication  and  division  throug"h  ten, 

(d)  i  of  8  and  10:  ^  of  9;  i  of  4  and  8:  ^  of  10. 

(e)  Names  of  numbers,  figures,  and  Roman  numerals  7-10. 
(/)  Concrete  problems  drawn  from  the  other  studies. 
(g)  Compound  numbers — Dry  Measure.    10  cents  — one 

dime,  10  dimes  =^ one  dollar:  7  days  =  l  week,  with  names  of 
days  of  week  learned  in  order. 

(h)  Picturing  problems  as  test  of  child's  understanding. 

( i )  Rapid  addition  of  single  columns  of  numbers,  the 
sum  not  to  exceed  ten. 

Remarks. 
The  children   acquire  number  facts  incidentally  in  lit- 
erature, science,  reading,  and  writing,  thus:   In  LiteroAure: 

1.  How  many  animals  did  the  old  woman  go  to  for  help'? 
(The  class  count  as  one  child  names  them.) 

2.  How  many  things  did  Red  Riding  Hood  take  to  her 
grandmother?  (2)  Show  as  many  fingers  as  there  were 
trees  around  the  grandmother's  house. 

8.  How  many  musicians  were  there  in  the  band? 

In  Science  the  number  of  facts  which  may  be  learned 
without  detracting  from  interest  in  the  subject  is  great, 
e.g.: 

1  (a)  Look  at  the  tracks  of  the  dog  in  the  soft  earth. 
How  many  toe  tracks  did  two  feet  leave?  (6)  How  many 
long,  sharp  teeth  has  the  dog  in  his  two  jaws?  (c)  On 
how  many  toe-nails  does  the  cow  stand?  (d)  How  many 
front  teeth  does  the  cow  lack  in  the  upper  jaw? 

In  Beading:  The  children  may  be  asked  to  read  three, 
four,  or  five  lines  or  more.  What  is  the  third  word  in  the 
second  line?  etc.  Turn  to  page  12;  it  looks  like  this— 12 
(showing  on  the  board). 


For  the  First  Grade.  19 

In  Drawing:  Make  a  border  in  threes  of  your  leaves;  in 
fours:  in  fives.  How  many  toes  of  the  chicken  can  you 
see?  Draw  the  toes  -as  you  see  them.  Draw  the  fir  tree 
with  six  of  its  brothers  and  sisters.  Draw  some  little  mice 
running"  out  to  get  their  supper.    How  many  did  you  draw? 

In  Writing  and  Spelling  (second  term):  You  may  write 
the  word  sheep  three  times.  How  many  letters  in  the  word? 
How  many  sounds?  How  many  silent  letters  in  threjuejh? 
How  many  letters  in  the  word? 

Third  Term. 

(«)  A  continuation  of  work  as  previously  suggested  for 
second  term.  (/)  Concrete  stories  based  on  literature  and 
science  given  in  a  number  recitation  e.g. 

How  many  apple  blossoms  on  this  twig?  (Eight.)  You 
may  have  four  of  them,  Harry.  How  many  have  I  left? 
What  part  of  my  blossoms  did  I  give  Harry?  Give  one- 
half  of  3'our  blossoms  to  Nellie.  How  many  has  Nellie? 
Nellie  may  give  one-half  of  her  blossoms  to  Ruth.  Tell  me, 
without  speaking,  with  the  chalk,  how  many  apple  blos- 
soms I  have.  How  man}^  I  gave  Harry.  What  part  I 
gave  Harry  (i).  etc.  Show  what  I  did  with  my  blossoms 
(8—4),  and  also  how  many  I  have  left  (8—4=4).  Let  the 
chalk  tell  what  part  of  my  blossoms  I  gave  Harry,  (i  of 
8),  etc.  {h)  Picture  this  at  the  board.  "I  bought  two 
quarts  of  milk  at  two  cents  a  pint." 

"Written  Language. 
(a)  Short  stories — given  orally  b}^  the  children,  then 
written  by  them.  These  stories  are  taken  from  the  litera- 
ture and  nature  stud}'.  This  work  is  made  very  eas}'  at 
first.  The  children  draw  pictures  on  the  board  of  objects, 
as  dictated  by  the  teacher;  e.g.,  of  the  cow,  the  teacher 
writes  the  word  on  the  board  and  each  child  labels  his  cow. 
(This  work,  of  course,  is  very  crude  at  first.)  Later  they 
write  The  cow,  or  the  cow.     They  picture  a  pail  of  milk,  and 


20  Course  of  Study 

write  the  word  milk  below  it.  After  learning  to  write  a 
number  of  name  words,  they  write  short  sentences,  as  "The 
cow  g-ives  milk,"  making  a  picture  of  the  cow  giving  milk. 
(6)  Cop3^ing  of  short  poems  or  rh3^mes  which  they  have 
learned.  The  children  in  this  grade  learn  how  to  begin 
and  end  a  sentence. 

Drawing. 

(a)  Objects  studied  in  science  are  drawn  b}'  having  the 
object  placed  before  the  child,  he  doing  his  best  to  repre- 
sent it.  Some  of  these  objects  are  molded,  as  the  eggs  and 
nest  of  the  robin,  beans  and  peas  in  the  pod,  the  horse's 
shoe,  the  chicken's  foot,  cones  of  the  pines.  Some  are  also 
cut  from  colored  papers  and  pasted,  the  children  them- 
selves matching  the  colors,  as  leaves  on  the  twig  of  the 
apple,  the  ripened  fruit  of  apple,  cherry,  and  plum:  beans 
in  the  pod. 

(b)  The  stories  which  the  children  learn  are  illustrated 
by  them,  they  representing  on  paper  what  is  in  their 
minds,  e.g.: 

1.  They  picture  the  old  woman  leading  her  pig,  etc. 

2.  Little  Red  Riding  Hood  is  represented  by  them  on 
her  way  to  her  grandmother's,  meeting  the  wolf. 

Spelling. 

(a)  Phonetic  and  written  spelling  of  words  needed  in 
the  written  language,  (h)  Sentences  dictated  by  the  teacher 
containing  these  words. 

Writing. 

(a)  Careful  writing  of  the  small  letters  which  the  chil- 
dren have  already  learned  to  write  in  words  in  the  written 
language,  (b)  Combination  of  these  letters  into  familiar 
words,     (c)  Exercises  for  free  movement.     Much  of  the 


For  tJw  First  Ghrade.  21 

work  is  done  on  the  board  where  the  letters  can  be  writ- 
ten in  a  large  form.     The  vertical  script  is  used. 

In  this  work  the  letters  most  easily  made  and  commonly 
used  are  taught  first.  Thus  i,  n,  in,  m,  a,  mamma,  man,  e, 
men,  mine,  name,  c,  mice,  nice,  nice  mamma,  o,  no,  one, 
one  man. 


22  Course  of  Study 


Second  Year, 


Literature,— Robinson  Crusoe. 

A  Class.    First  Term.    Fall. 

Chapters  1-9  in  Robinson  Crusoe  for  Boys  and  Girls. 

1.  Robinson  Crusoe  at  Home. 

2.  The  Voyag-e. 

3.  The  Island. 

4.  Robinson's  House. 

5.  His  Work. 

6.  Surprises.     (Wheat  found  growing-  in  his  yard,  and  a 
turtle  found  on  the  shore.) 

7.  His  sickness. 

8.  Exploring  the  Island.    (He  finds  many  grapes,  melons, 
oranges,  lemons,  and  cocoanuts.) 

9.  Another  Trip.     (He  finds  a  parrot  and  takes  it  home 
for  a  pet.) 

Second  Term.    Winter. 
Chapters  10-20. 

10.  Robinson's  Garden.     (He  finds  salt  also.) 
11  and  12.  Robinson  Becomes  a  Cook. 

13.  He  Becomes  a  Boatmaker. 

14.  He  Becomes  a  Tailor. 

15.  The  Second  Canoe. 

16.  Robinson's  Flocks. 

17.  His  Manner  of  Living. 

18.  Alarm! 

19.  Robinson  Prepares  for  Trouble. 

20.  A  Discovery. 


For  the  ISecond  Omde.  23 

Third  Term.    Spring:. 

Chapters  21-29. 

21.  Return  of  the  Savages. 

22.  Making  Friday's  Acquaintance. 

23.  Robinson  a  Teacher. 

24.  Preparation  for  a  Journe}'. 

25.  The  Savages'  Second  Return. 

26.  A  Happj^  Meeting. 

27.  Getting  Ready  for  New  Guests. 
-28.  An  English  Vessel  Arrives. 

29.  Home  Again. 

Nature  Study. 

First  Term.    Fall. 

Continue  and  finish  the  stud}'  of  Lima  Beans,  Sweet  Peas, 
and  Corn.  Finish  study  of  Apples  and  Plums  begun  the 
previous  spring.  Metamorphosis  of  cabhaye-caterpillar.  If 
taken  at  the  very  beginning  of  the  term,  the  eggs  may  be 
found,  and  all  changes  noticed  until  we  have  the  butterfl}'. 
Metamorphosis  of  milk-weed  caterpillar,  and  other  cater- 
pillars which  the  children  may  find. 

6.  (a)  Wheat;  {h)  Oats  (By  comparison  with  wheat); 
(c)  The  Turtle. 

8.  (a)  Grapes  and  raisins.  (Study  of  the  ripened  fruit 
on  the  vine.)  (b)  Watermelons  and  muskmelons  studied 
from  flower  to  mature  fruit;  (c)  Orange  (As  found  in  mar- 
ket); (cZ)  Lemon.  (By  comparison  with  the  orange.)  (The 
trees  of  both  of  the  latter  will  be  available  to  many);  (e) 
Cocoanut.  (Its  manner  of  growth  must  be  learned  from 
pictures  and  by  comparisons. 

Second  Term.    Winter. 

9.  (a)  Parrot,  if  the  bird  can  be  seen  by  the  children; 
(h)  Crow;  Owl  (by  comparison  with  the  parrot);  («)  Snow 
Crystals— their  history;  (6)  crystals  of  salt  and  sulphur;  (c) 
Quartz  crystals.  Watch  for  and  note  time  of  return  of 
spring  birds. 


24  Course  of  Study 

12.  (a)  "Watch  for  pussies  on  the  willow.  (Robinson 
made  his  baskets  from  twigs  of  the  willow.)  Notice  the 
first  chang-es  in  the  buds  of  this  tree  and  of  its  mate  which 
.  bears  the  seeds.  Notice  all  succeeding-  changes  in  both 
trees.  (6)  Notice,  also,  the  development  of  the  sterile  and 
of  the  fertile  flowers  of  the  soft  maple,  and  of  its  leaf  buds. 
While  in  the  willow  the  two  kinds  of  flowers  are  found  on 
separate  trees,  in  the  soft  maple,  the  two  kinds  are  found 
on  the  same  tree,  (c)  Note,  likewise,  the  development  of 
the  flower  and  leaf  buds  of  the  elm.  Notice  difference  in 
shapes  betv/een  the  leaf  and  flower  buds.  This  tree  dift'ers 
from  the  two  previously  studied  in  having  but  one  kind  of 
flower— a  perfect  one. 

16.  (a)  Ooat.  (By  comparison  with  the  sheep,  if  this 
has  peen  previously  studied.)  (6)  Simple  process  of  butter 
and  cheese  making. 

Third  Term.    Spring. 

(a)  Continue  the  study  of  the  willow,  soft  maple,  and  elm 
until  end  of  term  or  until  the  seeds  have  ripened,  (b)  Sow 
melon,  lemon,  orange,  and  grape  seeds.  Watch  growth 
and  changes.  (Continued  from  autumn.)  (c)  Grapes- 
buds,  blossoms,  and  green  fruits.  (Continued  from  autumn.) 
(c?)  Bluebird — whose  arrival  has  previously  been  noted,  (e) 
Broion  Thrush — one  of  our  sweetest  summer  songsters. 
if )  Violet,  {(j)  Morning  Glory.  [The  order  in  which  these 
plants  and  birds  shall  be  taken  up  for  study  will  be  deter- 
mined largely  hy  the  time  of  their  arrival.] 

BOOKS  FOR  REFERENCE. 

Wheat  and  other  grains,  and  bread  making.  (a) 
Cyclopedia  of  Common  Things,  pp.  648,  87,  584.  (b)  Stories 
of  Industry  II.,  pp.  82-97.  (c)  Story  of  a  Grain  of  Wheat, 
St.  Nicholas,  Oct.,  1893.  (cZ)  Flour  Mills  of  Minneapolis. 
Century  May,  1886. 

Salt,  (a)  Piece  of  Rock  Salt,  "Science  for  All,"  Vol.  II., 
p.  279.    {b)  Cyclopedia  of  Common  Things,  pp.  528,201,  529. 


For  the  Second  Grade.  25 

Crystals.  («)  Shaler's  First  Book  in  Geology.  (6)  Cyclo- 
pedia of  Common  Things,  pp.  497,  518,  572.- 

Parrot.  («)  Cyclopedia  of  Common  Things,  pp.  444 
and  445.  [h)  Anderson-Maskel  ''Children  With  the  Birds," 
p.  2G5.  (c)  Johnnofs  "Wings  and  Fins,"  p.  221.  (d)  Stand- 
ard Natural  History,  Vol.  4.,  p.  349.  (e)  Johnson's  Natural 
History,  Vol.  2  (see  index  for  page).  (/)  Museum  of 
Natural  History,  Vol.  2  (see  index  for  page). 

Crow.  (a)  "Wake  Robin,"  p.  111.  (6)  "Little  Broth- 
ers of  the  Air,"  p.  236.  (c)  Standard  Natural  History,  Vol. 
4  (see  index),  (d)  Wilson's  "American  Ornithology,"  Vol. 
2,  p.  80.  (e)  "North  American  Birds,"  Baird,  Vol.  2,  p.  243. 
(/)  Northern  and  Eastern  Birds,"  Samuels,  p.  357. 

Spring  Birds.  («)  Burrough's  Wake  Robin."  (6)  Olive 
Thorne  Miller's  "In  Nesting  Time."  (c)  Keyser's  "Bird- 
dom."  See  also  any  good  book  of  Ornithology  or  an  Ency- 
clopedia. 

Tree  Blossoms.  («)  Mrs.  Dyson's  "Stories  of  the  Trees." 
(h)  Apgar's  "Trees  of  Northern  United  States."  (c)  Gray's 
Structural  and  Physiological  Botanies,  (d)  Newell's  Out- 
lines of  Lessons  in  Botany,  Vols.  I.  and  11. 

Reading. 

First  Term.    Fall. 

(a)  Story  of  The  Straw,  the  Coal  of  Fire,  and  the  Bean, 
in  Classic  Stories  for  the  Little  Ones,  (b)  The  Child  and 
the  Apple,  Elaine  G.  Eastman.  The  Peasant  and  the  Apple 
Tree,  ^5]sop.  (c)  Nature  stories  for  Young  Readers,  Part 
II,  pp.  69-71,  78-81,  108-110,  153-156.  Cat  Tails  and  Other 
Tales,  35-41,  88-93.     {d)  Nature  Stories  II,  35-38. 

5.  The  Lamp,  ^^sop  (Robinson  makes  a  lamp). 

6.  The  Hare  and  the  Tortoise,  The  Tortoise  and  the 
Eagle,  ^^sop. 

8.  The  Vine  and  the  Goat,  The  Fox  and  the  Grapes,  The 
—3 


26  Course  of  Study 

Hart   and  the  Vine.  vEsop.      Hodskin's    Little    People's 
Reader,  pp.  52-92. 

Second  Term.    Winter- 
Classic  Stories,  VIl-X. 

9.  The  CroAv  and  the  Pitcher.  The  Crow  and  the  Sheep, 
^sop.  The  Crow's  Children,  Alice  Carj-.  The  Pigeon  and 
the  Owl,  Emilie  Poulsson.  The  Bird  With  No  Name,  Clas- 
sic Stories.     Owl,  Nature  Stories  II. 

10.  Snowflakes,  Nature  Stories  I.  The  Vapor  Family, 
What  the  Fire  Sprites  Did,  How  Dame  Nature  Got  Her 
Frost,  Who  Broke  the  China  Pitcher,  A  Vapor  Stor}\  from 
Cat  Tails  and  Other  Tales.     Jack  Frost,  Poem. 

11.  Grandma  Kaoline,  in  Cat,  Tails  and  Other  Tales. 
How  the  Indians  Learned  to  Make  Cla}'  Dishes,  Nature 
Mj^ths.     Address  to  a  Robin. 

12.  Pussy  Willow,  Sugar  Making-,  from  Nature  Stories  I. 
Pussy  Willow's  Hood,  in  Cat  Tails  and  Other  Tales.  Young- 
March  Wind,  M.  F.  Butts.  Pussy  Willow,  Mary  E.  Plum- 
mer  in  Kindergarten  Magazine.  "O,  You  Pussy  Willow," 
Poem.  Talking  in  their  Sleep,  Edith  M.  Thomas  in  St. 
Nicholas. 

16.  Little  One  Eye,  The  Wolf  and  the  Goat,  from  Scud- 
der's  Fables  and  Folk  Lore.     Grimms'  Fairy  Tales,  Wiltse. 

Third  Term.    Spring. 

(a)  Maple  Seeds,  Nature  Stories  I.  (6)  The  Little  Brown 
Seed,  Cat  Tails  and  Other  Tales.  The  Wind  and  the  Sun, 
JEsop.  A  Cloud  Story,  Phaeton,  Nature  Myths.  Spring 
Rain,  Nature  Stories  I.  Poems — Rain  and  the  Flowers; 
Who  Likes  the  Rain,  Clara  Doty  Bates;  How  Queer,  Robert 
Louis  Stevenson,  {d  and  e)  Mr.  and  Mrs.  Robin,  Cat  Tails 
and  Other  Tales.  Spring  News,  Nature  Stories  I.  The 
Cat  and  the  Birds,  The  Lark  and  Her  Young  Ones,  from 
^sop.  (/)  Violet,  ((/)  Dandelion,  from  Nature  Stories  I. 
Poems— Bright    Little   Dandelion;    Dandelion,  dandelion, 


For  the  Second  Grade.  •         27 

Where's  your  cap  of  g-old?  The  Proud  Apple  Branch,  the 
Pea  Blossom,  The  Ugly  Duckling,  from  Classic  Stories. 
C3'r's  Second  Reader.     Morning  Glor}- — a  poem. 

Number. 

Fall  Term — («)  Addition  and  subtraction  tables  through 
13.  [b)  Addition  of  single  columns  of  numbers,  sum  not 
exceeding  13.  (c)  Recognition  of  all  numbers  up  to  100  as 
composed  of  tens  and  units,  (d)  Addition  of  two-place 
numbers,  the  sum  of  no  column  to  exceed  nine — thus 

22 

36 

21 

79 
(e)  Subtraction  in  two-place  numbers  where  no  figure 
in  the  subtrahend  exceeds  the  corresponding  figure  in  the 
minuend — thus 

97 

40 

51 

(/)  Multiplication  table  of  lo's.  (g)  two  G's,  six  2's, 
three  4-s,  four  3's,  12-^2's,  3's,  4's,  and  6's.  (Ii)  Fractions  i  of 
all  numbers  1  to  13.  Illustrate  with  objects,  (i)  Figures 
from  1  to  100.  (./)  Measurements— Liquid  Measure,  Dry 
Measure.  Time  Tables  reviewed,  (k)  Concrete  problems 
from  Literature  and  Science.  (?)  Picturing  problems— as 
5  pints=2  quarts  and  1  pint. 

Winter  Term— 1.  (o)  Of  last  term  continued  through  17. 

2.  Review  of  (6)  5*  yards=I  rod.  Work  continued 
through  17. 

3.  Review  (c),  (cZ),  and  (e),  in  work  of  fall  term. 

4.  Review  multiplication  table  lO's.  Take  in  advance 
table  OS. 


28         .  Course  of  IStudy 

5.  Review  all  multiplications  and  divisions  taken.     Ad- 
vance through  17. 

6.  Review  (h).    Continue  through  17. 
iof  1,  3,  6,9,  12,  15. 

\  of  1,  4,  8,  12,  16. 
I  of  1,  5,  10,  15. 
i  of  1,  6,  12. 
^  of  1,  7,  ]4. 
1  of  1,  8,  16. 
i  of  1,  9. 
iVof  1,10. 

7.  Review  (i). 

8.  Review  (j).   Review  table  of  U.  S.  money;  first  three 
facts  in  Long-  Measure,  Liquid,  and  Dry  Measures. 

9.  Continue  {1c). 

10.  Continue  (l). 

Hall's  Arithmetic  Reader,  pp.  47-95,  excepting  work  not 
called  for  in  the  above. 

Spring  Term. 

1.  Continue  work  as  outlined  above  through  20. 

2.  Review  all  work  previously  taken. 

3.  Forty-five  facts  in  addition  fixed. 

4.  Much  addition  of  single  columns  of  numbers  (sum  not 
to  exceed  one  hundred),  by  grasping  the  tens. 

5.  Multiplication  table  of  2's. 

Eemarks. 
Much  of  this  work  is  based  on  Nature  Study  and  the 
story  of  Robinson  Crusoe:  the  story  brings  into  use  the 
tables  of  long  measure,  liquid  and  dry  measures,  and 
the  time  table.  The  children  measure  off  on  the  school 
yard  the  distance  from  the  door  of  Robinson's  cave  to  his 
fence  in  front,  the  distance  apart  of  the  ends  of  his  fence, 
which  was  in  the  form  of  a  semi-circle,  the  length  and 
breadth  of  his  cabin.     In  cutting  out  his  clothes  the  diff- 


For  tU  Second  Grade.  29 

erent  pieces  are  measured.  His  baskets  held  different 
amounts;  his  jars  also.  He  measures  his  milk,  his  wheat, 
and  rice:  he  si^athers  lemons,  oranges,  and  cocoanuts  b}' 
the  dozen.  The  number  of  goats  in  his  different  pastures 
are  made  the  basis  of  study.  In  nature  study  the  number 
of  beans  and  of  peas  in  a  pod,  the  number  of  rows  of  corn 
on  a  cob.  the  number  of  ears  of  corn  on  a  stalk,  of  stalks 
in  a  hill,  the  distance  apart  of  the  hills,  etc.,  furnish  ma- 
terial for  the  number  work,  and  at  the  same  time  help  to  a 
clearer  idea  of  the  object  studied.  The  number  of  plums 
in  a  quart;  of  medium-sized  apples  in  a  peck.  The  dis- 
tance around  a  large  apple  or  plum;  through  it,  also.  The 
number  of  grapes  in  a  bunch,  counted.  Size  of  grapes. 
Number  of  seeds  in  a  grape.  Length  of  full  grown  pussies. 
Length  of  sprays  of  seed.  Size  of  watermelon  and  musk- 
melon.  Number  of  melons  on  some  vines.  Number  of 
petals  in  a  flower.     Number  of  points  on  a  cr3'stal,  etc. 

"Written  Language. 

(a)  Stories  from  Robinson  Crusoe  and  Nature  Study 
given  by  the  children  as  in  first  year,  (b)  In  addition  to 
the  points  emphasized  in  first  grade,  the  children  learn  to 
paragraph,  (c)  Copying  of  poems  learned  by  them,  as  in 
first  grade,     (d)  Writing  of  short  letters  in  good  form. 

Writing. 

(a)  Careful  making  of  capital  letters  already  used  in 
Written  Language,  and  such  others  as  will  be  used  through 
the  year,  (h)  Familiar  words  beginning  with  capital  let- 
ters, (c)  Exercises  for  free  movement  as  before,  {d) 
Writing  of  stanzas  of  poems  which  the  children  have 
learned,  using  the  capital  letters  with  which  they  are 
working. 


30  Course  of  Study 

Spelling, 
(a)  Words  needed  for  the  Written  Language,  spelled 
phonetically  and  written,  (b)  Sentences  dictated  by  the 
teacher  containing  these  words,  (c)  Words  of  more  than 
one  syllable  are  properly  divided  and  spelled  orally  by 
syllable. 

Drawing. 
As  in  first  grade. 

Poems  for  Memorizing  in  First  Grade. 

Fall  Term. 

1.  "One  Little  Cloud."' 

2.  "Cricket  Song."    E.  Whitney. 

3.  "The  Wind." 

4.  "The  Sunbeams." 

5.  "Lad}^  Moon."    Lord  Houghton. 

6.  "Windy  Nights. "     Robert  Louis  Stevenson. 

7.  "Jack  Frost." 

8.  "Snowflakes." 

9.  "The  First  Christmas."    Emilie  Poulsson. 

Songs. 

1.  "Where  Do  All  the  Daisies  Go?"    Child's  Song  Book. 

2.  "Fly  Away."    Kindergarten  Mag.,  N^v.,  '91. 

3.  "Come  Little  Leaves."    Child's  Song  Book. 

4.  "Jack  Frost."    Merry  Songs  and  Games. 

5.  "O,  There  is  a  Little  Artist."    Child's  Song  Book. 

6.  "O,  Mother,  How  Pretty  the  Moon  Looks."    Merry 
Songs  and  Games. 

7.  "Rap!  Rap  I  Rap!"     Dainty  Songs. 

8.  "I'm  a  Little  Sunbeam."    Infant  Praises. 

9.  "The  Pop  Corn  Song."    Child's  Song  Book. 

10.  "Little  Gay  Bunny  Coat."     Child's  Song  Book." 
IJ.  "The  Sleigh  Song."     The  Golden  Boat. 


For  the  Second  Grade.  31 

12.  "The  Snowflakes."'    Sonjrs  for  Little  Children  II. 

13.  "Merry  Christmas  Bells."     Daint}'  Songs. 

14.  "Christmas  Hymn."     Kindergarten  Chimes. 
Opening-  and  closing  songs,  as  given  in  Winter  plan. 

Poems  for  Memorizing  in  First  Grade. 

Winter  Term. 

1.  "The  Snow,"  Peasley's  Graded  Selections. 

2.  Snowflakes  ("Tap,  tap,  tap,  what  a  tiny  call,''  Re- 
view.) 

3.  Jack  Frost  (in  review.) 

4.  The  Ferns  (Oh  what  shall  we  do  the  long  winter 
through.) 

5.  The  Little  Chickadees. 

6.  Pine  Needles.     Wm.  Hayne. 

7.  Kitty  in  the  Basket.     Mrs.  Follen.     - 

8.  One  Little  Cloud  (in  review.) 

9.  Washington  (Only  a  Babe).     Emilie  Poulsson. 

10.  Spring  Cleaning.     Thos.  Tapper. 

11.  March  (Oh,  March,  why  are  you  scolding?) 

12.  Young  March  Wind.     M.  F.  Butts. 

13.  The  Wind.     (I  am  the  Wind)  (in  review.) 

14.  Windy  Nights.    Robert  Louis  Stevenson  (in  review). 

15.  Address  to  a  Robin. 

Morning  Songs. 

1.  "Heavenly  Father,  May  We  Know  All  the  Way  Our 
Feet  Should  Go,'"  School  Songs  A. 

2.  "Father  in  Heaven  Help  Thy  Little  Children,"  Kin- 
dergarten Chimes. 

3.  "Father  Help  Each  Little  Child,"  Mrs.  Hailmann's 
Songs,  Games,  and  Rhymes. 

4.  "Father,  We  Thank  Thee  for  the  Night,"  Songs  and 
Games,  Walker  &  Jenks. 


32  Course  of  Study 

Songs. 

1.  This  is  the  Way  the  Sriow  Comes  Down."    Dainty 
Songs. 

2.  "Little  Miss  Snowflake.*'      The  Child's  Song  Book. 

3.  "Oh.See  the  Snow!"   Mrs.  Hailmann's  Songs,  Games, 
and  Rhymes. 

4.  "Away,  Away,  the  Track  is  White,"  Forest  Choir. 

5.  Jack  Frost  (in  review).     "Merry  Songs  and  Games. 
I.  Hubbard. 

6.  O,  There  is  a  Little  Artist  that  Paints  in  the  Cold 
Night  Hours  (in  review).     The  Child's  Song  Book. 

7.  "Twinkle,  Twinkle,  Little  Star."    Infant  Praises. 

8.  "Oh,  Mother,  How  Pretty  the  Moon  Looks!"  (in  re- 
view).    Merry  Songs  and  Games. 

9.  "Good  Morning,  Merry  Sunshine."    Merry  Songs  and 
Games. 

10.  "Merry  Little  Sunbeams."     The  Child's  Song  Book. 

11.  "Hurrah  for  the  Flag."    The  Child's  Song  Book. 

12.  Rap!  Rap!  Rap!  (in  review).     Dainty  Songs. 

13.  "I'm  a  Little  Sunbeam''  (in  review) .    Infant  Praises. 

14.  "Three  Little  Kittens"   (in  review).      The  Child's 
Song  Book. 

15.  The  Pop  Corn  Song  (in  review).     The  Child's  Song 
Book. 

16.  When  the    Little   Children   Sleep.      Kindergarten 
Chimes. 

17.  Little  Gay  Bunny  Coat   (in  review).      The  Child's 
Song  Book. 

18.  Wynken,  Blynken,  and  Nod.     Riverside  Song  Book. 

Closing  Songs. 

(a)  "Now  Our  Morning  Work  is  Ended."    "Merry  Songs 
and  Games,"  Hubbard. 

ih)  Good  Night.     The  Child's  Song  Book. 


For  the  Second  Grade.  33 

(c)  Farewell  Work  and  Farewell  Play.  Songs,  Games, 
and  Rhymes. 

Games. 

1.  The  Pigeon  Song- (in  review).  Songs  for  Little  Folks. 
Crafts  ^'  Merrill. 

2.  (a)  Merrily,  Merrily  let  us  Form  a  Ring  (in  review). 
(6)  Tramp!  Tramp!  Tramp!  (in  review).  Merry  Songs  and 
Games  I. 

3.  Hop,  Little  Rabbit.     The  Child's  Song  Book. 

4.  Come  Take  a  Little  Partner  (in  review).  Merry 
Songs  and  Games. 

Poems  for  Memorizing  in  First  Grade. 

Spring  Term. 

1.  "A  Little  Brown  Seed." 

2.  "The  Nestlings."    Laura  F.  Pollard. 

3.  "One  Little  Cloud."'  (Review.) 

4.  "Who  Stole  the  Bird's  Nest."      Lydia  Maria  Child. 

5.  "The  Chicken's  Mistake."    Phoebe  Cary. 

6.  "The  Dandelion."     "Peaslee's  Graded  Selections." 

7.  "The  Wind."     (Review.) 

8.  "The  Secret."     "Little  Flower  Folks." 

9.  "What  Robin  Told."  Geo.  Cooper  in  "Little  Flower 
Folks.'' 

10.  "Dimple  and  Rosy  Wing."     Annette  Bishop. 
n.  "Cricket  Songs."     E.  Whitney  in  St.  Nicholas.  De- 
cember 1886. 

12.  "Pine  Needles."  (Review)  Wm.  H.  Hayne  in  St. 
Nicholas,  February,  1887. 

13.  "The  Grass  Blades." 

14.  "Rain  Drops." 

15.  "How  Queer.''    Robert  Louis  Stevenson, 


34  Course  of  Study 

SoDgs, 

Opening  songs  as  last  term. 

1.  "Queer  Little  House."'     "The  Child's  Song  Book." 

2.  "Robin's  Lullaby''    Stories  in  Song. 

3.  "In  the  Tall  Boughs."     Stories  in  Song. 

4.  "Reminding  the  Hen."  Hanson's  Calisthenic  Songs. 

5.  ".Jolly  Little  Clacker."    Forest  Choir. 

6.  "Hark!  Buzz!  Hum!"     The  Child's  Song  Book. 

7.  "The  Violet."    Songs  and  Games  for  Little  Ones. 

8.  "The  Raindrop's  Song."     "Golden  Boat." 

9.  "Drip!  Drip!  Drip"    The  Child's  Song  Rook. 

10.  "When  the  Rain  Comes  Down."      The  Child's  Song 
Book. 

11.  "Oh,  say  where  do  you  come  from?"  School  Songs  A. 

12.  "The  Tree  Song."     "The  Golden  Boat." 

13.  "Finger  Song.''     "Songs  for  Little  Children,"  H. 

14.  "I'm  a  Little  Sunbeam.''     "Infant  Praises." 

15.  "Rock-a-b3^e-baby."     "The  Child's  Song  Book." 

16.  "When  Little  Birdie  bye-bye  goes."  "Songs,  Games, 
and  Rhymes." 

17.  "Wynken,    Blynken,    and    Nod."      Riverside    Song 
Book. 

18.  "A  Song  for  Summer."     "Stories  in  Song." 
Closing  songs  as  last  term. 

Games. 

1.  "The  Dollies  Dance."     "Golden  Boat." 

2.  "The  Tip-toe  Song.''     "Golden  Boat." 

3.  "The  Snail."     "Songs,  Games,  and  Rhymes." 

Poems  for  Memorizing  in  Second  Grade. 

Fall  Term. 

1.  "The  Sunbeams."     Emilie  Poulsson. 

2.  "The  Aster." 


For  the  ISecond  Grade.  35 

3.  "Golden  Rod." 

4.  "September."    H.  H. 

5.,  "Who  Likes  the  Rain?*'    Clara  Doty  Bates. 

6.  "Friends."     L.  G.  Warner. 

7.  "Old  Squirrel  Gray." 

8.  "How  the  Leaves  Came  Down."    Susan  Coolidge. 

9.  "The  Pine  Tree's  Secret.     Emilie  Poulsson. 

10.  "A  Night  with  a  Wolf."    Bayard  Taylor. 

11.  "Thanksgiving'." 

12.  "Christmas  Eve."    Mary  Mapes  Dodge. 

13.  "The  Mountain  and  the  Squirrel."     Emerson. 

Songs. 

1.  "Grasshopper  Green.     Songs  and  Games. 

2.  "BuzzI  Buzz!  Buzz!"     Dainty  Songs. 

3.  "The  Raindrop's  Song."     The  Golden  Boat. 

4.  "Song  of  Bells."     The  Golden  Boat. 

5.  "The  Tip-Toe  Song."    The  Golden  Boat. 

6.  "The  Pigeon  House."     Stories  in  Song. 

7.  "November."    Riverside  Song  Book. 

8.  "When  the  Little   Children  Sleep."    Kindergarten 
Chimes. 

9.  "The  Shoemaker."    Songs  for  Little  Children  II. 

10.  "The  Wonderful  Weaver."     Stories  in  Song. 

11.  "Sleighing  Song."     Dainty  Songs. 

12.  "Kris  Kringle."     Riverside  Song  Book. 

13.  "Luther's  Cradle  Hymn."     Dainty  Songs. 

14.  "Christmas  Tree  March.*'    Kindergarten  Chimes. 

Poems  for  Memorizing  in  Second  Grade. 

Winter  Term. 

1.  The  Moon  ("Oh  Moon,  said  the  Children."). 

2.  The  Sunbeams.     Emile  Poulsson.     (In  review.) 

3.  .Jack  Frost.  -^  (In  review.) 


36  Course  of  Study 

4.  Snowflakes.     (Whenever  a  snowflake  leaves  the  sky.) 
h.  The  Ferns. 

6.  February  Twenty-second. 

7.  March  (Wordsworth.) 

8.  Young  March  Wind.     M.  F.  Butts. 

9.  Pussy  Willow. 


Opening-  songs.     (See  First  Grade.) 

1.  White  Lambkins.      Mrs.  Hailmann's  Songs,  Games, 
and  Rhymes. 

2.  Twinkle,  Twinkle,  Little  Star.     Infant  Praises. 

3.  .Tack  Frost.     Songs,  Games,  and  Rhymes. 

4.  Away,  Away,  the  Track  is  White,  Forest  Choir. 

5.  Oh,  There  is  a  Little  Artist  (in  review).     The  Child^s 
Song  Book.  , 

6.  The   Song  of  the  Snowbird.      Hanson's  Calisthenic 
Songs. 

7.  Chickadee.     Forest  Choir. 

8.  The  Snow  Bird.     School  Songs  A. 

9.  "Polly."    Merry  Songs  and  Games. 

10.  America. 

11.  Washington's  Birthday.     Forest  Choir  . 

12.  The  Pop  Corn  Song.     The  Child's  Song  Book. 

13.  "When  the  Little  Children  Sleep"  (in  review)  Kin- 
dergarten Chimes. 

14.  "Tic:  TicI"    Forest  Choir. 

15.  Wynken,  Bljmken,  and  Nod  (in   review).     Riverside 
Song  Book. 

16.  Pretty    Pussies  Down  by  the   Brook.     The    Child's 
Song  Book. 

17.  I  know  the  Song  that  the  Bluebird  is  Singing.      Songs 
and  Games.     Walker  «fc  Jenks. 


For  the  Second  Grade.  37 

Closing  Songs. 

''Now  Our  Morning-  Work  is  Ended."'     Merrj-  Songs  and 
Games. 

Good  Night."    Forest  Choir. 

''Now    the    Bus}^    Daj^    is    Over.''     Songs    and   Games. 
Walker  *S:  Jenks. 

Games. 

Same  as    in   First    Primarj^,    excepting    "Hop,  Little 
Rabbit.*' 

Poems  for  Memorizing  in  Second  Grade. 

Spring  Term. 

1.  "Rain  and  the  Flowers." 

2.  The  Cherrj'  Tree."     Bjornson. 

3.  ''Flowers  and  Weeds."    Geo.  Cooper. 

4.  "Dandelion." 

5.  "April's  Answer  to  a  Child."     Mary  F.  Butts. 

6.  Japanese  Lullaby. 

7.  "Over  in  the  Meadow."    Olive  A.  Wadsworth. 

8.  "Discontent."     Sarah  O.  Jewett. 

9.  "Morning  Glory." 

Songs. 

1.  "To  and  Fro."     Stories  in  Song. 

2.  "To  Mother  Farie."    Riverside  Song  Book. 

3.  "The  Farmer."     Songs  for  Little  Children. 

4.  "The  Little  Mothers."    Hanson's  Calesthenic  Songs. 

5.  "The  Rain  Shower.''      Songs  for  Little  Children  11. 

6.  "A  Song  for  Summer."'     Stories  in  Song. 

7.  "Millions  of  Tiny  Raindrops."     Forest  Choir. 

8.  "When  the  Rain  Comes  Down."   Child's  Song  Book. 

9.  "Little  White  Lily.'"     Songs  for  Little  Children  11. 


38 


Course  of  Study 


'Dandelion  Fashions."  Songs  for  Little  Children  II. 
•Violet.''     Kindergarten  Chimes. 
Bee  Song."    Forest  Choir. 
In  the  Tall  Boughs."     Stories  in  Song. 
Birdies  in  the  Greenwood.''      Songs,  Games,  and 


10. 
11. 
12. 
13. 

Rhymes. 

15.  "Bob  White."     Child's  Song  Book. 

16.  "Little  Brown  Thrush.''     Merry  Songs  and  Games 

17.  "There's  a  Little  Bird's  Nest.''    Infant  Praises. 


For  tht   Third  Gradt.  30 


Third  GRade. 


Introduction. 

Let  the  teacher  of  each  class  make  a  study  of  all  the 
work  done  by  the  third  grade  in  different  branches.  The 
relations  of  the  branches  to  each  other  will  thus  become 
apparent.  In  the  effort  to  associate  and  concentrate 
studies  keep  in  mind  (1)  All  the  studies  of  the  entire  year. 
One  term's  work  in  natural  science  e.  g.  does  not  stand 
alone,  but  is  related  to  the  work  of  the  preceding  term  and 
to  what  follows.  It  depends  often,  also,  upon  geography  or 
histor}'.  (2)  Gather  in,  in  all  lessons,  the  home  experiences 
of  children  (apperception)  with  which  to  illustrate  and  ex- 
plain new  topics,  and  give  them  greater  interest  and  closer 
connection  with  life.  (3)  The  application  of  knowledge 
gained  in  one  study  to  other  studies  and  to  new  lessons  is 
the  best  use  that  can  be  made  of  it. 

The  time  given  to  each  study  is  as  follows:  Reading, 
ever3^  day;  arithmetic,  daily:  spelling,  daily;  literature  or 
history  alternates  with  natural  science,  each  coming 
every  other  day:  geography  alternates  with  language 
lessons;  drawing  alternates  with  writing. 

Beading. 

First  Term.    Fall. 

1.  Scudder's  Fables  and  Folk  Lore,  pp.  81-103. 

2.  Fairy  Tales  in  Verse,  pp.  109-136;  pp.  160-169,  and 
Prose  Selections  (Rolfe). 

3.  Open  Sesame  No.  I.     Selections, 

4.  Thanksgiving  and  poems  of  nature. 


40  Course  of  Study 

5.  A  Christmas  Carol. 

6.  The  Children  of  the  Wood  (Wigg-in). 

7.  The  Storj'  of  Christmas. 

8.  The  First  Thanksgiving  Day  (The  Story  Hour). 
Studj^  chapters  2  and  6  of  Special  Method  in  Reading. 
Phonic  drill  on  vowel  sounds,  with  marking. 

Second  Term.    Winter. 

Finish  Fables  and  Folk  Lore.  Read  Robinson  Crusoe 
for  Bo3^s  and  Girls.  Illustrate  with  pictures  and  connect 
with  excursions  in  home  geograph}'.  Andersen's  Fairy 
Tales,  Part  I.  For  sight  reading.  Golden  Book  of  choice 
reading,  for  occasional  use.  Memory  selections  from  Open 
Sesame,  Vol.  I.     Phonic  drill  on  sonants  and  non-sonants. 

Third  Term.    Spring. 

Continue  Andersen's  Fairy  Tales,  No.  I.  Heart  of  Oak, 
No.  H.  For  sight  reading  use  ^^sop's  Fables.  Wiggins' 
Froebel's  Birthday  (April  21);  also  The  Oriole's  Nest. 
Select  pieces  from  Open  Sesame,  Vol.  I.  Complete  phonic 
drill  with  markings.  Study  the  Special  Method  in  Read- 
ing for  suggestion. 

Arithmetic. 

First  Term.    Fall. 

Thorough  review  of  tables  in  addition,  subtraction,  and 
multiplication,  through  20.  Addition  of  columns  of  two 
place  numbers,  of  three  place  numbers.  Fractions,  i,  i,  |, 
\  of  all  numbers  to  20.  Illustrate  with  objects  and  paper 
fMding.  Read  numbers  to  1.000.  Explain  and  Illustrate 
the  decimal  scale.  Roman  numeration  to  20.  Cook  and 
Cropsey  pp.  164. 

Study  Cook's  Methods  in  Written  Arithmetic  for  sug- 
gestion and  advice  in  correctness  in  language,  forms  of  ex- 
planation, variety  and  form  of  board  exercises,  oral  drills, 
etc. 


For  the  Third  Grade.  41 

Variety  of  object  work  and  graphic  board  work  by 
teacher  and  pupil  is  needed.  Dispense  with  the  objects  as 
soon  as  the  thought  is  clear.  Learn  to  think  and  picture 
numbers  clearly  before  writing". 

Second  Term.    Winter. 

Read  and  write  numbers  to  5,000;  Roman  numerals  to 
500.  Review  denominate  numbers  of  second  grade.  Add 
columns  of  three  place  numbers.  Subtract  three  and  four 
place  numbers  not  above  5,000.  Find  half  of  all  numbers 
from  12  to  50.  Multiplication  tables  of  lO's,  5"s,  2"s,  4's,  S's, 
and  3's.  Rapid  and  frequent  oral  drill  in  addition  and  sub- 
traction.    The  order  of  tables  is  signilicant. 

Notice  the  subjects  treated  in  geography,  natural  sci- 
ence, and  other  studies,  and  see  if  good,  concrete  problems 
in  number  are  furnished.  The  excursions  in  geography 
supply  opportunity  to  measure  distances  and  buildings,  to 
examine  weights  and  measures.  Compound  numbers  are 
illustrated  by  the  sale  of  things  by  the  dozen,  pound,  foot, 
yard,  quart,  bushel,  bunch,  basket,  box,  etc. 

Third  Term.    Spring. 

Arabic  notation  and  numeration  through  six  orders. 
Multiplication  tables  of  6's,  9's,  and  7's  with  complete  re- 
view of  previous  tables.  Multiply  with  multipliers  of  not 
more  than  three  figures.  Short  division  with  divisors  up 
to  10.     Long  division  with  divisors  not  more  than  25. 

Complete  the  object  w^ork  for  tables  of  dry  measure, 
liquid  measure,  long  measure,  and  United  States  Money. 
Apply  this  knowledge  of  numbers  to  the  simple  reductions 
in  these  -tables  from  one  denomination  to  another. 

Study  and  measure  the  sphere,  hemisphere,  ovoid,  cube, 
and  prism. 


42  Course  of  IStiidy 

Geography. 

Fir^stTerm.    Fall. 

Excursions  to  a  house  in  process  of  building,  lumber 
yard,  planing  mill,  tinner's,  brick  kiln.  Visit  to  a  gar- 
dener, fall  vegetables  and  fruits,  canning  factory,  fruit 
store,  grocery,  the  farmer's  harvest,  the  nursery,  packing, 
etc.  Visit  to  the  cupola  of  the  Normal  building,  views  of 
prairie,  forest,  city,  town,  slopes  of  fields,  etc.,  the  campus 
with  its  slopes  and  drainage,  the  streams,  brooks,  and- 
bridges  near  town.  Visit  to  Miller's  Park,  notice  creek, 
valley,  hills  and  slopes.  All  excursions  described  and  dis- 
cussed systematically  in  »lass,  the  topics  arranged  into 
series  and  in  each  child's  outline  book  in  ink.  A  map  of 
the  campus  in  sand  should  be  made.  The  map  of  campus 
and  town,  with  a  few  leading  roads,  should  be  drawn  to  a 
scale.  Consult  chapter  I  of  Special  Method  in  Geography. 
Recitations  on  alternate  days. 

Second  Term.    Winter. 

Boiler  house  and  heating  apparatus,  furnaces,  coal  and 
wood  as  fuel,  where  obtained.  Feed  mill,  engine,  corn- 
sheller,  bins,  kinds  of  grain,  feeding  stock  on  the  farms  in 
winter.  School  house  garret,  framework  and  timbers.  The 
green-house,  kinds  of  plants,  soils.  Ice-packing,  ponds, 
ice-houses.  Shipping  goods  at  the  freight  office,  railroad 
commerce,  station  agent,  foreign  products,  as  fruits,  cof- 
fee, tea,  sugar,  dry  goods,  and  where  they  come  from. 
Foreign  countries,  the  earth  as  a  whole,  illustrated  by 
globes  and  pictures,  the  continents  and  oceans.  Cause  of 
day  and  night.  Seven  Little  Sisters,  read  in  selections. 
Local  history  and  management  of  the  town,  the  council, 
streets,  police.  All  important  topics  carefully  reproduced 
and  outlines  preserved  in  outline  books.  Many  objects 
seen  should  be  sketched  on  blackboard  or  on  paper. 


For  the  Third  Grade.  43 

Third  Term.    Spring. 

Gardens,  hot-beds,  farmer's  spring'  work.  The  nursery, 
tree  planting,  shipping.  The  streams  in  the  spring  time, 
rains,  and  floods.  Water  works,  engines,  pipes,  fountains. 
The  court  house,  records,  vaults,  officers,  court  room, 
trials.  Blacksmith's  shop,  the  tinner's,  hardware,  the 
machine  shops  (railroad),  carriage  works,  stove  foundry. 
A  carpet  weaver,  woolen  mill,  dry  goods,  etc.  Churches, 
theatres,  parks,  monuments  with  history.  Electric  light 
plants,  street  car  lines,  railroads  and  neighboring  towns. 
Draw  map.  The  list  of  various  industries  in  the  town  and 
neighborhood.  Division  of  labor.  One  spring  excursion 
to  some  more  distant  place  of  interest,  as  Mackinaw  Dells 
(20  miles).  Discuss  and  reproduce  all  important  topics. 
Locate  Illinois  on  the  map  of  the  world. 

Literature. 

First  Term.    Fall. 

1.  The  Miraculous  Pitcher. 

2.  The  Paradise  of  Children. 

3.  The  Three  Golden  Apples. 

4.  The  Golden  Touch. 

5.  The  Gorgon's  Head. 

6.  The  Pygmies. 

Oral  presentation  of  the  stories,  clear,  simple,  and 
vivid.  Use  good  pictures  to  illustrate  the  ancient  stories. 
Pictures  of  some  of  the  standard  works  of  art  will  help 
greatly. 

Get  full  and  clear  reproductions  from  the  children. 
Watch. the  language  and  quietly  correct  mistakes  in  Eng- 
lish. At  first  outlines  will  greatly  help  both  teacher  and 
pupils  in  clear  and  definite  grasp.  But  do  not  allow  the 
outlines  to  grow  into  mechanical  and  formal  habit. 

Stories  taken  chiefly  from  the  Wonder  Book^jf  Haw- 
thorne. 


44  Course  of  Study 

Second  Term.    Winter.  , 

1.  The  Minotaur. 

2.  The  Dragon's  Teeth. 

3.  Circe's  Palace. 

4.  -The  Pomegranate  Sered. 

5.  The  Golden  Fleece. 

6.  The  Story  of  Ulysses. 

7.  The  Chimaera. 

Stories  mostly  from  Hawthorne's  Tanglevvood  Tales. 
Other  excellent  books  are  Kingsley's  Greek  Heroes,  Gods 
and  Heroes,  and  Stories  of  the  Old  World.  The  geogra- 
phy of  Greece  and  the  seas  will  help  to  give  meaning  or 
location  to  some  of  the  stories.  A  little  comparative 
study  of  these  myths  in  different  books  will  help  the  teach- 
ers. Let  the  children's  imagination  develop  healthfully 
on  these  stories.  Use  good  pictures  from  books  in  the  li- 
brary. Occasionally  written  tests  may  be  of  value.  Put 
difficult  words  on  the  board  and  give  a  class  drill  upon 
them.  Keep  outlines  of  the  stories.  Let  each  child  pre- 
serve the  outlines  in  his  blank-book. 

Third  Term.    Spring. 

L    Lamb's  Adventures  of  Ulysses. 

2.  Church's  Story  of  the  Iliad. 

3.  Use  for  comparison. 

4.  Macmillan's  Story  of  the  Odyssey  and  Stor};-  of  the 
Iliad. 

Good,  illustrative  pictures  may  be  had  in  the  library. 
Let  the  moral  judgment  of  the  children  be  developed  in 
estimating  the  characters  and  their  deeds.  Use  the  geog- 
raphy of  the  stories  when  it  is  clear.  Good  class  attention 
is  indispensable  in  this  oral  instruction.  Hold  the  chil- 
dren responsible  for  free,  full,  and  accurate  reproductions. 
Keep  the  characters  distinct,  and  do  not  mix  the  stories 
and  sceries.     Keep  outlines  for  review  and  reference. 


^        For  the  Third  Grade.  -  45 

In  the  Special  Method  in  Literature  and  History,  study 
the  chapters  on  Greek  Myths  and  Pioneer  History  Stories, 
especial!}'  the  oral  method  of  treatment. 

Natural  Science.  "    * 

First  Term.   Fall. 

The  sunflower,  life,  history,  its  kindred.  The  thistle,  its 
seeds,  compared  with  other  compositae  in  fall.  The  golden- 
rod.  The  corn  plant,  history,  parts,  uses.  The  blue  g-rass 
and  other  grasses.  Wheat  and  other  grains.  The  potato, 
the  tomato,  the  melons.  The  apple  tree,  age  and  growth, 
fruit.  The  oak,  acorns,  gall  nuts,  leaves  and  changes  in 
the  fall;  compare  with  nut-bearing  trees.  Grasshoppers, 
food,  what  becomes  of  them.  The  north  star,  position, 
compare  with  other  stars.  The  sun,  movements,  length 
of  day,  the  calendar,  time  table.  Frost,  temperature, 
thermometers,  effect  of  frost  and  cold  on  vegetation.  The 
crow,  his  flight,  food,  rookeries.  Clay,  sand,  soils,  col- 
lected from  several  places. 

A  few  class  excursions  are  necessar}-.  Plants  and  ob- 
servations collected  by  children  should  be  discussed  and 

worked  over. 

Second  Term.     Winter. 

Continue  the  observations  of  the  fall  term  on  trees,  the 
crow,  experiments  with  soils,  cold  and  thermometers,  the 
sun  and  its  changes.  Snow  crystals,  ice,  effects  of  cold 
and  heat.  The  big  dipper,  its  movements.  The  rabbit, 
winter  food,  care  of  rabbits.  The  sheep,  wool,  winter 
clothing  of  animals.  The  snow  birds,  how  they  live,  ca- 
naries. Geraniums  and  begonias  (hot  house).  The  coffee 
plant,  its  home  in  warm  countries.  "The  beaver,  the  seal, 
their  icy  home.  The  hard  maple,  preparations  for  spring, 
the  sap  in  February,  vaporization,  boiling  away  water, 
steam,  vapor,  clouds,  rain.  Iron  as  a  metal,  ore,  melting, 
compare  with  lead,  compare  with  gold  and  silver. 


46  .  Course  of  Study 

Encourage  children  to  observe  at  home,  point  out  times 
and  opportunities  for  observation.  Discuss  their  real  ob- 
servations in  class.  Look  ahead  for  materials  of  study. 
Arrange  all  collections  in  order;  use  them,  and  point  out 
other  related  things. 

Third  Term.    Spring. 

Continue  certain  topics  begun  in  fall  and  winter.  Trj- 
to  tell  what  plants  in  spring  come  from  seeds  studied  in 
the  fall  (sun-flower,  thistle,  grasses,  potato  and  tomato). 
Continue  the  study  of  the  apple  tree  and  oak.  Continue 
the  study  of  the  maple,  leaves,  blossoms,  seeds,  seedlings- 
Notice  soils  and  localities  in  spring.  Follow  the  sun  in 
its  changes  back  to  summer. 

The  robin  and  the  woodpecker.  Return  of  the  birds, 
nesting,  rearing  the  young,  food,  etc.  The  spring  beauty, 
place,  compare  with  other  wild  flowers.  The  peas  apd  the 
pea  blossoms,  vines,  pods.  The  strawberry,  blossom,  fruit, 
compare.  The  rabbit  in  spring  time,  care  of  young.  The 
onion,  sets,  seeds.  The  crayfish,  habits,  life,  home,  food. 
The  minnows  and  fishes.  Select  and  plant  a  tree  on  arbor 
day:  care  of  it. 

The  excursions  in  geograph}^  and  science  will  furnish 
much  material.  Plan  carefully,  study  the  Special  Method 
in  Natural  Science  for  suggestion. 

Books  of  Eeference  for  Science  Lessons  in  third  Grade. 

Animal  Memoirs;  Part  I.,  Mammals;  Part  II.,  Birds; 
by  Dr.  Lock  wood.     Iveson,  Blakeman  &  Co.,  Chicago. 

How  to  Study  Plants,  by  A.  Wood.     A.  S.  Barnes  &  Co. 

A  Year  with  the  Trees,  by  Wilson  Flagg.  Educational 
Pub.  Co.,  Boston. 

My  Saturday  with  a  Bird  Class,  by  Mary  Miller.  D.  C. 
Heath  &  Co.,  Chicago. 

The  Succession  of  Forest  Trees  and  Wild  Apples,  bj^ 
Thoreau.     Houghton  Mifflin  &  Co.,  Chicago. 


For  the  Third  Grade.  -17 

Birds  and  Bees,  by  Burroughs.     Houghton  Mifflin  &  Co. 

The  Oak,  by  Ward.     D.  Appleton  &  Co.,  New  York. 

The  Great  World's  Farm,  by  Gage.  Seeley  &  Co., 
(Macmillan). 

Seaside  and  Wayside,  No.  III.  andHV.  D.  C.  Heath  &  Co. 

The  Beauties  of  Nature,  by  Lubbock.  Macmillan  &  Co., 
New  York. 

Outline  Lessons  in  Botany,  Part  H.,  by  Newell;  and  A 
Reader  in  Botany,  Part  1.,  by  Newell.  Ginn  &  Co.,  Chi- 
cago. 

Guides  for  Science  Teaching. — First  Lessons  in  Minerals 
XHL;  Worms  and  Crustacea  VH.  D.  C.  Heath  &  Co., 
Chicago. 

Stories  of  the  Trees,  by  Mrs.  Dyson. 

Trees  of  Northern  United  States,  by  Apgar. 

These  books  will  greatly  help  the  teacher  in  showing 
points  of  interest  and  what  to  look  for,  but  they  can  not 
take  the  place  of  close  and  constant  observation. 

Language. 

The  purpose  is  to  secure  correct  use  (oral  and  written) 
of  good  English.     There  are  two  sets  of  exercises. 

(1)  Oral  drills  on  those  words  and  forms  of  expression 
which  are  difficult  or  commonly  misused,  as  irregular 
verbs,  pronouns,  singular  and  plural  of  verb  forms,  ad- 
verbs, comparisons,  homonyms,  abbreviated  forms,  collo- 
quial errors  and  faults  in  usage,  bad  pronunciations, 
wrong  accent,  varieties  of  singular  and  plural  forms. 
Some  simple  rules  may  be  developed  to  help  in  the  mas- 
ter}^ of  these  difficulties. 

(2)  Composition,  letters,  board  and  seat  exercises  to 
cultivate  the  use  of  correct  forms  in  writing,  including 
spelling,  punctuation,  paragraphing,  indenting,  use  of 
capitals,  abbreviations,  titles,  addresses,  signatures,  etc. 
In  letter-writinfT,  aim  at  neatness  and  correctness  in  writ- 


48  Course  of  Study 

ing-,  and  the  power  of  orig-inal  expression  and  natural  use 
of  good  English  in  composition. 

Once  in  two  weeks  there  should  be  at  least  one  compo- 
sition, corrected,  revised,  and  entered  for  permanent 
keeping  in  the  outlMe  book.  If  the  first  copy  is  good 
enough,  let  a  choice  verse  or  selection  be  copied  in  the 
outline  book  instead. 

The  oral  exercises  should  be  quick,  liveh',  and  ener- 
getic. In  the  sentence  work  the  teacher's  forethought  and 
plan  should  suppl^^  thought  material  of  value,  and  involv- 
ing the  use  of  the  verbal  forms  to  be  drilled  upon.  Avoid 
meaningless  and  silly  sentences.  Bright's  little  language 
book  gives  an  excellent  collection  of  irregular  verbs,  homo- 
nyms, etc.,  distributed  through  the  grades  as  an  outline 
for  study.  DeGarmo's  language  books  suggest  much  vari- 
ety of  interesting  thought  exercises  in  language  drills. 

First  Term.     Fall. 

Two  lessons  out  of  five  should  be  devoted  to  written- 
composition.  The  topics  may  be  drawn  from  the  outlines 
of  literature,  geography,  and  natural  science.  The  chil- 
dren should  be  observed  closely  in  their  written  work,  errors 
prevented  by  preliminary  suggestion  and  advice.  The 
papers  should  be  written  with  ink  on  quarter  sheets  of 
foolscap  and  handed  in  for  correction.  Papers  needing 
rewriting  should  be  copied  in  the  outline  book.  For  exer- 
cise in  use  of  correct  English,  drills,  and  board  work  use 
Bright,  p.  1-18.  Also  De  Garmo,  No.  II.  Exercise  great 
care  in  capitals,  jDunctuation,  writing,  and  spelling. 

The  language  teacher  should  keep  in  close  touch  with 
the  work  in  all  the  other  studies  of  the  grade,  so  as  to 
utilize  better  in  language  lessons  the  thought  materials 
thus  furnished. 

Second  Term.    Winter. 

Continue  composition  work  as  in  the  fall.  The  compo- 
sitions in  part  should  be  pilt  in  the  form  of  letters,  with  the 


For  the  Third  Grade.  49 

explanations,  forms,  and  drills  needed.  Master  the  work  of 
Brig^ht  in  second  grade  and  part  of  third  grade.  Use 
De  Garmo's  Language  work  for  suggestions  as  to  method, 
first  and  second  part  of  No.  II.  It  is  well  to  gather  up  the 
colloquial  forms  in  use  on  the  play  ground  and  in  the  com- 
munity and  drill  upon  the  correct  usage.  This  relates 
school  exercises  to  life. 

Teachers  in  other  studies  of  the  same  grade  should 
ever3'where,  persistently  and  quietl}^  enforce  correct 
usage  in  the  classes  and  even  outside  the  classes.  But 
corrections  in  language  should  be  made  in  such  a  gentle 
way  as  hot  to  disturb  the  free  expression  of  thought. 

Third  Term.     Spring. 

Continue  the  composition  exercises.  By  preserving 
the  written  compositions  through  the  year  we  can  mark 
the  progress  of  the  children  or  their  failure  to  improve  in 
neatness,  correctness,  and  power  of  written  expression  of 
thought.  Many  of  the  compositions  will  be  rewritten  in 
the  outline  books,  others  may  be  preserved  in  the  original 
form.  Teachers  and  parents  can  look  over  this  work  and 
see  approximately  the  excellence  and  defects  of  a  child's 
work  and  plan  better  for  the  future. 

Complete  Bright's  work  for  the  third  year.  Keep  up* 
the  applications  of  first  and  second  year  exercises  so  that 
children  may  not  drop  back  again  into  incorrect  usage. 
Use  De  Garmo's  No.  II.  parts  2  and  3  for  suggestive  exer- 
cises. 

Drawing. 
The  purpose  of  Drawing  in  third  and  fourth  grades  is 
chiefly  to  contribute  to  a  better  grasp  of  the  other  studies. 
The  objects  drawn  will  be  largely,  though  not  entirely, 
from  those  studied  in  the  other  subjects.  Some  sketching 
may  be  appropriately  done  in  immediate  connection  with 
the  recitations  in  those  studies,  as  in  natural  science  and 
geography,  in  reading  and  arithmetic. 


50  Course  of  Study 

But  the  more  careful  work  should  be  done  in  the  draw- 
ing hour.  As  the  simple  objects  are  drawn,  the  correc- 
tions and  sug-g-estions  of  the  teacher  as  to  form,  proportion, 
and  use  of  materials,  may  gradually  lead  up  to  a  grasp  and 
use  of  the  principles  underlying  the  art  of  drawing. 

The  teacher,  therefore,  can  afiford  to  examine  the  range 
of  objects  coming  up  in  the  third  and  fourth  grades,  select- 
ing such  as  are  not  too  difficult,  appropriate  to  the  season, 
'^nd  suitable  as  drawing  lessons. 

The  plan  and  course  of  study  outlined  by  Miss  Gertrude 
A.  Stoker,  of  St.  Paul,  in  her  "Seeing  and  Doing,"  is  rec- 
ommended to  teachers. 

First  Term.    Fall. 

Clay  modeling  and  drawing  of  leaves,  fruits,  and  vege- 
tables, as  burdock,  sunflower,  apple,  potato,  tomato,  pump- 
kin, squash,  and  melon.  Also  grasshoppers,  birds,  rabbits, 
butterflies,  cow,  horse,  crow,  elm  tree,  oak,  corn  plant, 
wheat,  thistle,  apple  tree. 

Second  Term.    Winter. 

Pictures  illustrating  stories,  as  boats,  streams,  moun- 
tains, sheep,  snow  bird,  evergreens,  trees  in  winter,  the 
beaver,  seal,  boxes,  chairs,  sleds. 

Third  Term.    Spring. 

Color  studies  with  flowers  and  birds.  Robin,  woodpecker, 
seedling  maple,  spring  beauty,  marsh  marigold,  pea,  straw- 
berry, the  minnow,  the  clam,  crayfish. 

Writing. 
The  following  suggestions  for  writing  are  mainly  from 
Mr.  E.  W.  Gavins,  of  the  Normal  School. 

Vertical  "Writing. 
To  learn  vertical  writing  first  learn  its  diaractenstics. 
1.  Simplicit}^  and  legibility. 


Fen-  the  Third  Grade.  51 

2.  Letters  well  developed  and  well  rounded. 
:i  Stem  and  loop  letters  shortened. 

4.  Initial  strokes  of  man}-  letters  omitted. 

5.  Capitals  small  and  simple. 

Pupils  may  g-et  the  desire  to  learn  vertical  writing  b}- 
noticino^  its  advantages  over  the  sloping  S3'stem. 

1.  More  easily  learned. 

2.  More  easily  read. 

3.  Takes  less  space. 

4.  Position  for  writing  is  more  healthful. 
It  is  certainly  simple  and  more  definite. 
The  teacher  should 

1.  Observe  order  and  system  in  (a)  seating  pupils,  (h) 
materials  used,  (c)  distributing  and  collecting  materials, 
(d)  classifying  and  presenting  subject  matter,  (e)  practice 
work  of  pupils. 

2.  Be  clear  and  definite,  (a)  Strike  at  the  essential 
points.  (6)  One  at  a  time,  (c)  Show  what  to  do.  (d)  And 
how  to  do  it. 

3.  Get  results  («)  in  neatness,  (h)  in  order  and  spacing, 
(c)  on  the  special  point  under  consideration. 

The  lower  case  letters  should  be  practiced  first  as  i,  u, 
w,  V,  X,  n,  m,  e,  r,  s,  o,  c,  a,  d,  g,  q,  t,  p,  1,  b,  h,  k,  f,  j,  y,  z. 

Later  the  capitals  should  be  practiced,  as  C,  O,  D,  E,  A 
— N,  M.  U,  A'.  W.  Y,  X,  Q,  Z,  H.  K— I,  J,  T,  F,  L,  S,  G,  P, 
B.  R. 

In  third  grade  if  the  lower  case  letters  have  been  prac- 
ticed in  lower  grades,  they  can  be  reviewed,  or  if  not,  drill 
upon  them  first.  Specialize  on  one  letter  at  a  time  and  on 
groups  of  similar  letters.  For  general  exercises  write 
words  and  sentences  involving  both  capitals  and  small  let- 
ters. 

The  writing  teacher  should  notice  whether  the  chil- 
dren apply  their  writing  in  composition,  spelling,  and 
other  studies.      The  teachers  in  the  other  branches  also 


52  Course  of  Study 

should  notice  and  apply  the  writing"  teachers   prescrip- 
tions. 

Spelling. 

The  spelling"  lessons  are  derived  from  the  other  studies 
of  the  class  in  reading,  arithmetic,  language  lessons,  geog- 
raph3%  natural  science,  and  literature.  Each  pupil  teacher 
in  one  of  these  studies  files  on  the  room-teacher"§  desk  a 
list  of  from  ten  to  twenty-five  words  each  Monday  morn- 
ing. Ten  words  are  written  in  ink  at  each  lesson  in  Sher- 
wood's Writing  Speller.  Every  fifth  lesson  is  a  review. 
Misspelled  words  are  corrected  and  drilled  upon.  Some  of 
the  simple  rules  of  spelling  should  be  developed  from 
illustrative  words,  also  reviewed  and  applied  till  they  be- 
come useful  in  practice.  The  spelling  lesson  usually  takes 
ten  or  fifteen  minutes  just  after  the  opening  exercise  in 
the  morning.  I^et  teachers  insist  upon  neatness  and  care 
in  writing.  Pronounce  words  correctly  and  distinctly  and 
but  once  as  far  as  reasonable.  Avoid  copying  lists  of 
words  from  the  board.  The  single  lessons  can  be  mimeo- 
graphed by  the  spelling  teacher  and  a  copy  daily  supplied 
to  each  child.  If  pasted  in  a  penny  blank  book,  they  can 
be  preserved  by  the  child.  The  teacher  should  be  close 
and  accurate  in  correcting  the  writing  spellers.  Mistakes 
should  not  be  overlooked. 

Singing, 

A  few  choice  patriotic  songs,  hymns,  and  pleasing  selec- 
tions of  a  lighter  character  should  be  learned  by  heart 
each  term  by  all  the  children  of  this  grade.  There  should 
be  some  preliminary  drill  before  the  whole  school  in  the 
thought  and  oral  rendering  of  the  verses,  before  they  are 
set  to  music.  The  music  itself,  before  the  words  are 
applied  to  it,  may  furnish  good  exercises  in  singing  notes 
and  simple  measures. 


For  the  Third  Grade.  53 

The  song's  and  tunes  selected  should  be  the  choicest 
and  best. 

Songs  for  Third  Grade. 
This   is   the  Wa\^  the    Snow   Comes    Down.      (Dainty 
Song-s.) 

Beautiful  Rain.     (Daint}-  Songs.) 
A  Little  Thing  Like  That.     (Dainty  Songs.) 
The  Clock.     (Dainty  Songs.) 

Robin  Redbreast.     Leslie's   Fountain  Song  book,  pub- 
lished by  A.  Flanagan,  Chicago. 
America. 

A  Queer  Little  House.     (Child's  Song  Book.) 
The  Fairy  Artist.     (Child's  Song  Book.) 
Come  Little  Leaves.     (Child's  Song  Book.) 
Swing,  Cradle,  Swing.     (Child's  Song  Book.) 
Little  Miss  Snowflake.     (Child's  Song  Book.) 
See  the  Model  Music  Course,  first  and  second  readers. 


54  Course  of  Study 


Fourth  Grade. 


Each  teacher  in  the  fourth  grade  should  make  a  study 
of  the  entire  work  of  the  grade.  In  this  grade,  perhaps, 
better  than  any  other,  can  be  seen  those  relations  of  stud- 
ies to  one  another  which  the  theory  of  concentration  re- 
quires. The  history  stories,  g-eog-raph3%  science,  and 
language  are  easily  brought  into  many  close  and  natural 
relations.  The  drawing  is  probably  capable  of  rendering 
great  service  to  the  other  studies  in  this  grade.  It  will  be 
interesting  even  in  arithmetic  to  see  how  far  the^  other 
studies  furnish  good  concrete  examples  of  reckoning  such 
as  are  needed  in  this  year.  It  will  be  well  also  to  keep  in 
mind  the  geography,  literature,  reading,  and  science  stud- 
ies of  the  preceding  year.  Keep  the  children  individually 
and  collectively  in  mind,  and  judge  the  fitness  of  the  ma- 
terials of  study  to  their  temper  and  capacity. 

Keading. 

The  materials  for  reading  in  the  fourth  grade  are 
drawn  chiefly  from  the  field  of  classic  myth,  both  prose 
and  verse.  In  the  oral  lessons  of  third  grade  the  children 
have  learned  to  appreciate  some  of  the  myths.  The 
teacher  should  make  a  study  of  the  chief  books  of  myths, 
as  indicated  in  the  Special  Method  in  Reading.  There  is 
great  variety  in  this  material.  It  gives  the  teacher  a 
chance  to  make  a  closer  acquaintance  with  a  good  portion 
^  the  most  classic  and  famous  literature  of  the  world. 
If  it  leads  the  teacher  to  a  reading  of  Bryant's  or  Pope's 


For  the  Fourth  Grade.  55 

translations  of  Homer  or  Virg"il,  or  Spencer's  poems,  the 
time  will  be  well  spent.  Look  in  the  library  for  the  larg-er 
editions  and  illustrations  of  the  works  of  these  great 
poets.     Use  the  geographies  when  needed. 

First  Term.    Fall. 

1.  Kingsley's  Greek  Heroes. 

2.  Six  Stories  from  the  Arabian  Nights. 

As  an  alternate  book  for  Greek  Heroes  use  Hawthorne's 
Wonder  Book. 

3.  Select  poems  from  Open  Sesame  Vol.  I. 

The  story  of  the  Odyssey  (Macmillan)  may  serve  for 
sight  reading  and  home  reading  by  the  children. 

Children  should  be  led  tirst  into  the  thought  and  spirit 
of  the  author,  but  thorough  drills  should  follow.  Use 
phonic  and  concert  drill.  The  recitation  of  poems  or  se- 
lections committed  to  memor^^,  singly  and  in  concert, 
should  daily  occupy  a  small  amount  of  time.  Children  can 
not  be  expected  to  buy  more  than  one  book  during  the 
term.     The  others  should  be  supplied  by  the  school. 

Second  Term.    Winter. 

4.  Ulysses  Among  the  Phaeacians. 

5.  Kingslej^-s  Water  Babies,  or  Hawthorne's  Tangle- 
wood  Tales. 

6.  For  sight  reading,  Tales  from  Spencer. 

7.  For  memory  selections,  use  Open  Sesame,  Vols.  1 
and  2. 

Stories  from  the  History  of  Rome  are  good  sight  and 
home  reading.  Study  the  Special  Method  in  Reading  for 
suggestion.  Notice  what  the  children  like,  and  what  they 
work  at  with  most  spirit.  Notice  what  books  they  are  in- 
clined to  read  at  home  and  at  their  leisure.  Put  books  in 
their  way  so  as  to  test  them  and  discover  how  far  the  taste 
for  good  books  can  be  cultivated  at  this  age.  It  may  be 
well  to  call  their  attention  to  those  books  in  the  library 


56  Course  of  Study 

which  3-ou  think  likel}'  to  suit  them,  and  then  observe  what 
effect  it  has. 

Third  Term.    Spring. 

8.  Heroes  of  Asgard. 

9.  For  sight  reading,  Homer's  Iliad.  ^ 

10.  Later,  read  Homer's  Iliad,  Book  1-8. 

11.  For  sight  reading  use  also  Gods  and  Heroes,  and 
Gulliver's  Travels. 

12.  Open  Sesame  and  Ballad  Book  for  selections. 
Selections  appropriate  to  the  season  and  to  Arbor  day 

and  Decoration  day  should  be  found  by  the  teacher  and 
used.  The  history  stories  used  in  the  oral  work  of  this 
year  may  suggest  also  some  story  books  for  outside  read- 
ing. The  science  and  geography  lessons  may  also  suggest 
some  poems  and  selections  not  given  in-  the  readers.  Do 
not  be  discouraged  with  a  book  because  it  is  difficult  at 
the  start,  if  its  thought  is  really  suited  to  the  children. 

Aritliinetic. 

Notice  the  work  laid  down  for  third  grade.  A  variety 
of  reviews  and  tests  on  this  w^ork  may  be  well  made  at  the 
beginning  of  the  year.  Children  gain  strength  and  quick- 
ness in  arithmetical  work  according-as  they  fully  master 
and  use  wliat  they  have  already  learned. 

Interest  and  attention  in  arithmetic  depend  upon  the 
vigor  and  variety  of  class-room  work.  Study  Cook's  Meth- 
ods of  Written  Arithmetic  for  forms  of  explanation,  cor- 
rectness, and  accuracy  in  language,  variety  of  class 
exercises  at  the  board  and  the  correction  of  common 
faults  and  errors.  Insist  on  neatness  and  care  in  board 
work  and  in  papers  handed  in.  Keep  the  whole  class  busy 
with  profitable  work;  do  not  allow  one  child  to  absorb  the 
attention  of  the  teacher  to  the  neglect  of  the  class.  In 
assigning  lessons  be  careful,  moderate,  regular,  and  defi- 
nite. 


For  the  Fourth  Grade.  57 

First  Term.     Fall. 

Multiplication  tables  of  ITs  and  12's. 

Oral  drills,  (a)  rapid  addition,  subtraction,  etc.,  de- 
signed to  review  previous  work  and  give  perfect  mastery 
of  the  simple  facts  of  arithmetic;  (6)  simple  illustrative 
problems  involving  the  same  principles  as  the  written 
work,  and  serving  as  an  introduction  to  the  written  work. 

Solution  of  problems  involving  the  use  of  fractions  as 
I  of  72,  I  of  30,  I  of  40,  etc.  Add  and  subtract  three, 
four,  and  five  place  ^numbers.  Multiply  four,  five,  and  six 
place  numbers  by  two,  three,  and  four  place  multiplier. 

Short  division -dividend  a  six  place  number.  Review 
long  measure,  study  and  apply  square  measure.  Study 
the  areas  of  rectangles,  fields,  etc.  Make  simple  reduc- 
tions.    Text,  Cook  and  Cropsey,  to  p.  173. 

Second  Term.    Winter. 

Arabic  notation  and  numeration  'through  nine  orders. 
Picture  the  numbers  distinctly  before  writing.  Give 
great  variety  of  oral  exercises,  and  do  not  use  pencil  or 
crayon  when  children  can  do  the  work  without  such  aid. 
Children  often  work  mechanically  when  it  is  much  better 
for  them  simply  to  think  the  operations. 

Review  long  measure  and  'square  measure,  illustrate 
and  apply  cubic  measure.  Much  practice  in  subtraction 
and  multiplication  for  speed  and  accuracy.  Review  short 
division  with  divisor  up  to  12.  Long  division.  Show  the 
relation  between  long  division  and  short  division.  Notice 
the  concrete  problems  naturally  suggested  by  other 
studies.  With  objects  and  diagrams  illustrate  simple 
fractions.  Apply  by  getting  the  fractional  parts  of  num- 
bers mentally.     Cook  and  Cropsey  to  199. 

Third  Term.    Spring. 

Continue  practice  in  long  division.     Study  objectively 
and  apply  by  measurements,  dry  measure,  liquid  measure, 
—5 


58  Course  of  Study 

avoirdupois  weight,  and  time  measure.     Work  simple  ex- 
amples in  reduction  ascending  and  descending. 

Oral  and  written  problems  involving  the  four  funda- 
mental operations  and  compound  numbers  should  alter- 
nate. Continue  exercises  in  simple  fractions.  Let  the 
exercises  be  vigorous  thought  work  rather  than  mechan- 
ical.    Cook  and  Oopse}^,  199-230. 

Geography. 

The  year's  work  includes  twenty  important  topics  on 
the  Mississippi  Valle3\ 

The  general  movement  is  from  the  home  state  out- 
wards, and  is  S3'nthetic.  But  we  must  use  frequently  the 
map  of  the  United  States,  of  North  America,  and  of  the 
world.  Study  maps  and  make  maps,  and  realize  the  facts 
of  surface  and  the  proportion  of  parts.  The  broader  sur- 
vey and  comparison  at  the  close  of  important  topics  will 
give  chance  for  forming  large  groups  and  districts  based 
on  a  common  character,  as  the  forest  regions,  arid  re- 
gions, etc.  Use  pictures  and  diagrams  to  make  clear  and 
objective  the  ideas  presented.  The  presentation  by  the 
teacher  should  be  chiefly  oral,  with  questions  discussed, 
systematic  presentation  and  reproduction  in  full,  clear, 
and  definite  form.  Keep  outlines  of  topics  treated  and 
record  regularly  in  the  outline  book.  Every  important 
geographical  type  should  be  clearly  grasped  by  the  teacher 
in  its  central  idea  and  presented  from  that  standpoint. 
The  important  relations  to  other  studies,  as  science  or 
history,  should  be  noticed,  but  should  not  lead  astray. 
Notice  especially  the  relations  to  history,  natural  science, 
and  literature.  The  drawing  may  also  greatly  aid  the 
geography.  Be  careful  and  persistent  in  the  use  of  good 
English  in  oral  and  written  work.  In  geography  the 
teacher  must  exercise  a  strong  and  clear  imagination  that 
projects  definite  pictures.     The  children  must  develop  a 


For  the  Fourth  Grade.  59 

like  abilit}'.  Use  home  material  and  experience  as  illus- 
trative.    Notice  the  work  of  third  grade  and  its  scope. 

Study  the  method  as  well  as  the  material  in  Special 
Method  in  Geographj-. 

In  jnreography  the  children  recite  every  other  day. 

First  Term.    Fall. 

Treat  the  following  type  studies  fully: 

The  Illinois  River,  The  prairies  of  Illinois,  the  corn 
and  live  stock  in  Illinois,  the  coal  mines  of  Illinois:  a  trip 
on  the  Upper  Mississippi,  lumbering  in  Minnesota,  Minne- 
apolis as  a  trade  center. 

Incidental  to  these  topics  will  come  the  chief  cities  and 
surface  of  Illinois,  the  study  of  its  surface  and  map,  its 
commerce  and  people. 

In  connection  with  the  Upper  Mississippi  and  Minneap- 
olis is  a  clear  grasp  of  the  great  productive  regions  of  the 
Northwest.  The  wheat  region,  the  pineries,  the  railroads, 
cities,  etc.  Certain  great  trade  routes  leading  to  Chicago 
maj'  also  be  indicated  and  the  reason  for  them  seen. 
States  are  located  and  drawn,  cities  studied,  and  climatic 
and  surface  features  made  very  clear. 

Second  Term.    Winter. 

Important  type  studies  as  follows:  Lake  Superior  (com- 
pared with  Lake  Michigan).  The  iron  mines  of  Michigan 
(the  blast  furnace).  The  hard-wood  forests  of  Indiana 
(Ohio  valley).  Chicago  as  a  trade  center  (the  lake  ports). 
Tobacco  raising  in  Kentucky  (tobacco  region).  The  sur- 
face of  Tennessee.     The  Low^er  Mississippi. 

It  is  possible  to  form  important  series  of  cities  and 
trade  routes  in  this  term's  work.  City  should  be  com- 
pared with  city,  river  with  river,  lake  with  lake,  state 
with  state;  as  Minneapolis  with  Pittsburg,  etc.  Contrasts 
are  also  important. 


60  Course  of  Study 

Use  a  large  wall  map  and  all  illustrative  materials, 
keeping  before  the  children  the  broader  relations  of  the 
whole  country. 

The  knowledge  and  mastery  of  the  children  should  be 
tested  by  written  work  as  well  as  by  oral  reproductions. 
For  material  and  suggestion  consult  the  Special  Method 
in  Geograph3\  Keep  outlines  of  all  work  in  the  outline 
books. 

Third  Term.    Spring. 

Tj'-pe  studies  as  follows:  Springfield  and  the  state  gov- 
ernment of  Illinois,  Cotton  raising  in  Mississippi  (the 
cotton  belt).  Sugar  in  Louisana.  The  cattle  ranch  of 
Texas  (the  great  grazing  region  of  the  plains).  Pike's 
Peak  and  vicinity.  Irrigation  in  Colorado.  Yellowstone 
Park. 

In  finishing  up  the  Mississippi  valley  at  the  end  of  this 
year's  work  we  should  make  broader  reviews  and  compari- 
sons of  all  the  great  productive  regions  and  objects  in  the 
broad  valley.  Compare  and  contrast  the  Ohio  valley  and 
the  Missouri  valley.  Compare  the  pineries  of  the  north 
with  the  hard-wood  forests  of  the  south;  the  arid  region 
of  the  west  with  the  moist,  rainy  regions  farther  east. 
Notice  the  cities  and  centers  of  population,  and  those 
regions  but  slightly  settled;  give  reasons.  Notice  differ- 
ences in  climate  and  products,  north  and  south,  east  and 
west,  and  the  reasons.     Dwell  upon  and  master  the  facts. 

History  Stories. 

In  the  fourth  grade  the  children  take  up  the  pioneer 
history  stories  of  the  Mississippi  Valley.  They  run  largely 
parallel  with  the  geographical  topics  of  the  year  and  yet, 
while  closely  related  at  every  step,  they  are  not  made  di- 
rectly dependent  one  upon  the  other. 

Much  study  of  maps  and  geographical  conditions  will 
be  necessary  to  understand  the  stories,  and  the  stories 


For  tlie  Fourth  Grade.  61 

lend  a  great  interest  to  many  parts  of  the  country  studied 
in  the  geography. 

The  history  lessons  come  on  alternate  days  and  are 
mainly  oral  presentations  by  the  teacher,  clear  and  con- 
nected in  their  topics,  graphic,  using  illustrative  materi- 
als, diagrams,  maps,  and  vivid  descriptions.  The  work 
should  be  systematic  and  logical,  ending  in  definite  out- 
lines of  topics  which  the  children  insert  in  their  outline 
book.  By  means  of  questions  and  discussion,  the  children 
should  be  made  inquisitive,  thoughtful,  and  self-active. 
Let  them  reproduce  the  stories  in  the  main  orally,  with 
proper  care  as  to  correctness  in  language.  A  good  story 
is  one  of  the  best  means  in  the  world  for  teaching  chil- 
dren to  use  good  English  naturally.  Let  the  corrections 
be  quiet  and  persistent.  As  the  class  advances  it  can  give 
some  brief  reproductions  in  writing.  The  children  should 
feel  and  realize  the  hardships  and  difficulties  and  dangers 
which  the  early  pioneers  underwent.  The  strong  quali- 
ties, the  virtues,  and  personal  traits,  should  be  clearly  seen 
and  appreciated,  as  they  furnish  the  deeper  quality  and 
value  of  such  instruction.  These  stories  should  lead  up  to 
a  respect  and  love  for  American  history  as  a  field  of  study 
very  attractive  and  stimulating  to  the  children  them- 
selves. 

First  Term.    Fall. 

Marquette  and  Joliet's  voyage.  LaSalle  on  the  Lakes 
and  in  Illinois.  Hennepin's  voyage  on  the  Upper  Missis- 
sippi.    George  R.  Clark  at  Kaskaskia  and  Vincennes. 

No  absolute  order  for  these  stories  can  be  fixed.  The 
chronological  idea  does  not  control  their  order.  It  is  well 
to  begin  with  stories  of  the  home  state.  It  may  be  well  to 
precede  these  stories  with  some  local  facts  and  stories  in 
the  history  of  the  town  or  neighborhood,  and  its  first 
settlement.  In  narrating  these  stories  it  is  well  to  use  a 
map  of  the  United  States  or  of  North  America.     Better 


62  Course  of  Study 

still  is  a  simple  sketch  drawn  on  the  blackboard  by  the 
teacher  and  enlarged  and  extended  little  by  little  as  the 
story  proceeds.  This  bring-s  out  the  details  and  places 
very  clearly.  Combine  this  plan  with  the  use  of  wall  maps. 
Let  children  sketch  also. 

Second  Term.    Winter. 

Lincoln's  early  life. 

The  Sioux  Massacre  of  1862. 

Boone  as  hunter  and  settler  in  Kentucky. 

Robertson  and  the  settlement  of  Tennessee. 

Settlement  of  Marietta  and  Cincinnati. 

These  stories  bring  out  moral  ideas  and  character.  Chil- 
dren should  be  allowed  to  express  their  judgment  of  men's 
acts  in  a  natural  way.  Some  acts  they  will  condemn,  as 
Kenton's,  others  they  will  admire  and  approve. 

It  is  not  necessary  to  moralize  and  make  such  discus- 
sions distasteful.  Children  have  a  moral  sense  and  should 
be  allowed  to  cultivate  their  moral  judgments  on  such  ma- 
terials. 

For  a  full  discussion  of  the  oral  method  of  teaching 
such  stories  consult  the  Special  Method  in  Literature  and 
History,  pp.  69-84. 

Third  Term.    Spring. 

LaSalle  on  the  Lower  Mississippi. 
•    Lewis  and  Clarke  on  the  Missouri. 

Fremont  on  the  Plains  and  in  the  Mountains. 

DeSoto's  discovery  of  the  Mississippi. 

As  children  become  more  accustomed  to  this  kind  of 
oral  work,  they  should  increase  in  power  and  capacity  to 
receive  and  express  such  ideas.  Cultivate  thoughtf  ulness, 
reasoning,  and  self-activity  in  the  discussions.  Do  not 
turn  them  into  simple  narratives  and  reproductions. 
Make  everything  real  and  graphic.  Compare  the  men 
with  each  other  in  their  journeys  and  hazardous  enter- 
prises. 


For  the  Fourth  Grade.  63 

Keep  your  eye  to  what  is  j^oing-  on  in  the  other  studies, 
and  see  how  the  studies  may  be  properly  related.  Adapt 
the  instruction  to  individual  children,  and  notice  whether 
ail  children  take  an  interest  in  such  biog-raphical  stories. 

Natural  Science. 

In  selecting-  and  treating'  the  science  topics  of  this  year 
several  things  must  be  kept  in  mind. 

1.  The  sug-gestions  of  the  seasons. 

2.  The  age  and  previous  science  knowledge  of  the  pu- 
pils. 

3.  The  sug-gestions  of  the  other  studies,  especially  his- 
tory and  g-eography. 

4.  The  inter-relations  between  the  science  topics  them- 
selves, as  important  types  or  as  forming-  a  group  of  mutu- 
ally dependent  things  in  nature,  such  as  the  forest,  pond, 
river,  prairie,  etc. 

Two  thing-s  should  be  kept  in  mind  upon  excursions  and 
in  all  observations.  Center  attention  upon  a  few  import- 
ant types  whether  animal,  plant,  mineral,  etc.  Keep  the 
eyes  open  also  for  all  obiects  of  interest.  *" 

The  children  are  old  enough  in  this  g-rade  to  beg-in  to 
understand  life-groups  in  nature  and  to  trace  the  depend- 
ence of  animal  upon  plant  environment,  etc. 

The  life  histories  should  be  kept  up,  i.  e.,  the  complete 
biography  of  animal  or  plant,  so  that  the  work  of  the 
three  terms  ma\'  be  in  part  continuous,  noticing-,  e.  (/.,  the 
fall,  winter,  and  spring  appearance  and  growth  of  a  plant. 

Language  descriptions  and  drawings  are  only  means  of 
testing  and  aiding  close  observation.  Notice  the  sci- 
ence work  of  the  third  grade  and  utilize  it.  Do  not 
confine  the  science  work  to  the  topics  outlined  if  others 
more  important  and  suitable  are  suggested.  Observe  the 
close  relations  of  the  science  topics  to  the  other  studies. 


64  CmiTse  of  Study 

First  Term.    Fall. 

1.  Forests. — Hickorj',  walnut,  birch,  oak,  grape  vine  (wild 
and  cultivated),  plum  (wild  and  cultivated),  chestnut, 
sumac. 

2.  Rivers  smd  ponds, — Catfish,  turtle,  clam,  frog,  beaver, 
otter,  wild  rice,  cranberry. 

3.  Prairie  and  Field. — Buffalo,  turkey  (wild  and  tame), 
prairie  chicken,  ox-eye  daisy,  goldenrod,  wild  grass, 
ground  squirrel,  prairie  dog. 

4.  Mineral. — Coal  and  its  formation,  limestone,  and 
other  strata. 

5.  AtmospJiere. — Ventilation,  explosives,  safety  lamp. 
Varieties  of  weather,  wind  and  temperature. 

Second  Term.    Winter. 

Continue  topics  of  previous  term. 

1.  Forests. — Evergreen  forests  in  winter.  Deer,  moose, 
ox  (stomach). 

2.  Rivers. — Fish,  turtles,  frogs,  in  winter.  Sources  of 
rivers,  springs,  wells,  pumps. 

3.  Minerals. — Rock  strata,  clay,  copper,  gold,  mineral 
springs. 

4.  Atmosphere. — Thermometer,  observations  and  records. 
Evaporation,  rain,  snow,  direction  of  winds. 

5.  Sun. — Sun  light,  sun  glass,  prism,  colors.  Position  of 
sun. 

6. — Indian  Antiquities. — Relics,  arrow  heads,  mounds, 
food,  clothing,  tents,  weapons  for  hunting  and  war. 

Third  Term.    Spring. 

Continue  topics  begun  in  the  fall  and  winter. 

1.  Forests. — Cottonwood,  birch,  sycamore,  locust,  plum, 
grape,  cherry.  Bloodroot,  hepatica.  Varieties  of  wood- 
pecker, turtle  dove,  tanager.  * 

2.  Swamp. — Marsh  marigold,  crayfish,  wallow,  soil  of 
marshes. 


For  the  Fourth  Grade.  65 

3.  Meadow.— Ta.me  and  wild  grasses,  dock,  lark,  thrush, 
bob- white. 

4.  Sun— Its  changes  of  position.  The  moon  and  its 
phases. 

5.  The  Atinosphere.— The  barometer.  Frost,  clouds,  dew, 
hail. 

6.  Indian  Antiquities. — Baskets  and  house  implements, 
boats. 

Language  Lessons. 

Read  the  plan  for  language  in  third  grade.  The  lessons 
are  upon  alternate  daj-s,  and  are  planned  to  teach  the  cor- 
rect use  of  good  English,  both  oral  and  written.  The  aim 
of  the  lessons  is  not  to  teach  grammar  nor  the  rules  of 
grammar.  The  composition  exercises,  which  call  for  two 
lessons  out  of  five,  are  derived  largely  from  the  outlines 
previously  worked  over  in  geography,  history,  etc.  The 
oral  exercises  in  language  are  given  up  to  the  drills  upon 
correct  forms  of  speech  in  which  errors  are  commonly 
made.  The  lessons  in  history,  geography,  and  natural  sci- 
ence give,  incidentally,  sufficient  drill  in  descriptive  and 
narrative  English.  Special  drill  in  language  lessons  of 
this  sort  are  not  needed,  if  teachers  are  careful  to  correct 
errors  in  speech  occurring-  in  those  studies.  Language 
teachers  should  acquaint  themselves  with  what  is  going 
on  in  the  other  fourth  grade  studies,  so  as  to  use  their 
materials  in  language  exercises. 

First  Term.    Fall. 

Use  Bright's  Outline  for  Fourth  Grade.  Review  and 
apply  the  work  of  previous  grades. 

For  suggestive  exercises  use  DeGarmo's  No.  II.,  parts  3 
and  4. 

Give  variety  of  composition  exercises,  letters,  dicta- 
tions, quotations,  with  outline  and  without  outline.     Ob- 


66  Course  of  Study 

serve  punctuation,  abbreviations,  capitals,  paragraphing-, 
spelling,  and  correct  grammatical  forms. 

Introduce  children  to  the  use  of  the  dictionarv. 

Record  in  the  outline  books  under  language  lessons,  the 
classes  of  words  studied,  as,  irregular  verbs,  homonyms, 
pronouns,  etc.,  and  any  principles  and  rules  of  work  de- 
veloped bj^  the  instruction. 

Second  Term.    Winter. 

Continue  the  work  of  previous  term.  Preserve  the 
compositions  so  as  to  mark  the  progress  of  pupils.  All 
compositions  written  the  second  time  should  be  in  the  out- 
line book. 

In  the  use  of  the  dictionary  stud}-  the  diacritical  mark- 
ings and  make  their  use  familiar.  In  oral  language  use 
thought  materials  worthy  of  attention. 

In  the  reading  and  other  studies  find  illustrations  of  the 
same  usages  required  in  the  language  lessons.  The  home 
and  play-ground  language  of  the  children  should  be  drawn 
upon  and  criticised  or  used  for  illustration. 

Third  Term.    Spring. 

Complete  Bright's  fourth  grade  work.  Use  De  Garmo's 
No.  III.  for  suggestive  exercises.  Give  variet}"  of  drills  in 
dictation,  board  exercises,  and  compositions. 

When  children  write  exercises  in  the  class  let  the 
teacher  guard  against  faults  by  preliminary  suggestions. 
Let  pointed  board  exercises  correct  faults  in  composition. 
Insist  upon  carefulness  and  neatness.  Do  not  accept  care- 
less and  slovenly  papers.  Use  the  vertical  writing  in  com- 
positions and  consult  with  the  writing  teacher. 

Drawing. 

In  this  grade  drawing  is  still  mainly  tributary  to  the 
other  studies.  Consult  Miss  Gertrude  A.  Stoker's  "Seeing 
and  Doing,"  especially  fourth  grade  work.     Read  also  her 


For  the  Fourth  Grade.  67 

introduction  to  drawing.  The  teacher  in  drawing-  will 
need  to  examine  the  work  going  on  in  other  classes  of  this 
grade  so  as  to  select  appropriate  drawing  topics.  The 
drawings  of  each  child  should  be  preserved  both  as  an  en- 
couragement to  the  pupil  and  as  illustrative  of  other  les- 
sons. Encourage  freedom  of  movement  but  insist  on 
neatness  and  carefulness.  The  drawing  work  is  done  in 
the  presence  of  the  teacher.  She  should  guard  against 
palpable  errors, 

The  work  for  each  teim  is  well  suggested  in  Miss  Sto- 
ker's outline,  but  many  other  similar  and  appropriate 
objects  may  be  suggested  by  the  season  or  by  other  studies. 
Some  topics  suggested  by  history  are  as  follows:  Tents, 
forts,  boats,  trees,  guns,  animals,  etc.;  by  the  geography, 
are  coal  mines,  rock  strata,  bridges,  houses  (lumber  camp), 
canons,  machines,  docks,  mountains,  etc.;  by  the  natural 
science,  are  seedling  plants,  flowers,  insects,  fishes,  deer, 
rabbit,  etc.  Consult  the  remarks  and  plans  for  drawing  in 
third  grade. 

Spelling. 

The  spelling  exercises  of  fourth  grade  are  carried  on 
according  to  the  same  plan  as  that  of  third  grade.  The 
words  are  selected  by  teachers  in  the  different  studies  and 
deposited  weekly  with  the  room-teacher,  to  be  used  for 
written  spelling  lessons  by  the  spelling  teacher.  The  ap- 
plication of  good  spelling  is  necessary  in  all  classes,  as  in 
reading,  geography,  language  lessons,  natural  science,  and 
composition  or  written  w^ork.  Encourage  also  the  refer- 
ence to  the  dictionary  for  spelling  as  well  as  for  pronunci- 
ations. Examine  carefully  the  plan  for  spelling  in  third 
grade. 

Writing, 

Stud}"  the  plan  of  work  in  writing  outlined  in  third 
grade.     Continue  the  drill  exercises  there  begun.     Notice 


68  Course  of  Study 

the  effect  of  the  writing  exercises  upon  the  usual  written 
exercises  outside  of  the  writing  period. 

The  list  of  science  books  suggested  for  third  and  fifth 
grades  should  be  examined  by  the  teachers. 

Let  the  children  memorize  the  words  of  a  number  of 
classic  songs  and  learn  to  sing  them  well.  Use  the  Model 
Music  Course  first  and  second  readers. 

Use  also  the  songs  learned  in  third  grade. 

Consult  also  the  remarks  on  music  in  third  grade. 


For  the  Fifth  Grade.  69 


Fifth   GRade. 


In  this  grade  we  take  the  pioneer  biographies  of  the 
eastern  states  and  of  the  ocean  explorers  and  parallel  with 
this  the  geography  of  the  Atlantic  states,  of  the  United 
States  as  a  whole,  and  of  North  America.  The  classic 
readings  of  this  grade  are  selected  partly  from  American 
and  partly  from  European  authors  and  subjects.  Some  of 
the  best  longer  and  shorter  classics,  both  prose  and  verse, 
should  be  read  in  the  regular  reading  exercises  of  this 
grade.  Many  of  the  science  topics  will  be  suggested  by 
the  history,  geography,  and  literature  of  this  grade.  The 
language  lessons  and  drawing  will  also  stand  in  close  de- 
pendence upon  the  other  studies. 

Much  of  the  work  in  history,  language,  geography,  and 
natural  science  is  oral  and  it  should  be  made  s^'stematic 
and  effective.  Throw  the  children  constantly  upon  their 
own  resources.  Hold  them  responsible  for  thoughtf ulness, 
inventiveness,  self-activity,  and  a  clear  and  full  reproduc- 
tion, either  orally  or  in  writing,  of  topics  discussed. 
Give  them  thought  material  worthy  of  their  interest  and 
effort  and  hold  them  to  its  mastery.  They  are  inclined  to 
be  careless  in  all  formal  exercises.  In  a  good-tempered 
but  persistent  way  accept  only  careful  and  neat  work. 
Simply  marking  down  to  60  or  70  will  not  cure  them  of 
careless  habits  and  poor  work.  In  the  class  room  they 
should  be  held  to  great  attentiveness,  diligence,  and  genu- 
ine mastery  of  their  tasks,  but  do  not  expect  much  outside 
study.     If  boys  and  girls  at  this  age  can  be  encouraged  to 


70  Course  of  Study 

read  some  of  the  best  books  suggested  in  the  collateral 
reading"  courses  it  will  do  them  great  good.  Excellent 
books  in  biography,  science,  and  literature  can  be  recom- 
mended to  them.  The  room  teacher%ay  do  well  to  keep 
track  of  what  the  children  are  selecting  from  the  library 
for  leisure  hour  reading.  Some  suggestions  along  this 
line  for  the  whole  school  may  be  wholesome  for  the  chil- 
dren.    Consult  the  lists  in  Special  Method  in  Reading. 

EeadiDg. 

First  Term.    Fall. 

Whittier's  Barefoot  Bo3^ 

Hiawatha.  Part  I.    Part  II,  Home  reading. 

Black  Beauty.  Part  in  class  and  part  for  home  reading. 

Difficulties  are  apt  to  meet  the  teacher  in  the  first  les- 
sons upon  a  longer  classic.  The  style  and  language  are 
unusual  and  therefore  difficult.  For  sight  reading  in  class 
and  for  home  reading,  recommend  some  of  the  fourth 
grade  books  not  yet  read,  as  Gulliver's  Travels  or  Tales  of 
Spenser.     Also  Tales  from  English  History. 

For  memorizing  select  poems  from  Children's  Treasury 
of  English  Song,  and  the  Ballad  Book. 

Second  Term.    Winter. 

King  of  the  Golden  River. 

Sohrab  and  Rustum  (may  be  too  hard). 

Read  parts  of  Higginson's  American  Explorers.  Select 
poems  and  stories  from  Songs  of  Labor,  Children's  Treas- 
ury of  English  Songs,  and  Book  of  Golden  Deeds.  For 
home  and  sight  reading  use  Stories  of  Our  Country,  Sto- 
ries of  Herodotus,  and  others.  Find  out  what  excellent 
things  children  like  to  read  for  themselves,  and  what  they 
can  learn  to  like.  For  method,  consult  Special  Method  in 
Reading.  Get  acquainted  with  the  literature  of  this  grade. 
Study  the  temper  and  characte'r  of  particular  children  as 
influenced  or  not  by  literature. 


For  the  Fifth  Gradr.  71 

Third  Term.    Spring:. 

Lays  of  Ancient  Rome. 

Continue  Higginson's  American  Explorers.  Select  choice 
poems  for  memorizing-.  Tales  of  Chivalry  for  sight  read- 
ing^. Outside  reading-.  Ten  Boys  on  the  Road  from  Long 
Ago.     Book  of  Golden  Deeds.    Wake  Robin,  etc. 

In  this  grade  we  may  well  test  children  as  to  their  ca- 
pacity and  readiness  to  appreciate  biographical  history 
and  choice  literature.  It  is  well  to  work  with  the  parents 
in  selecting  and  encouraging  the  reading  of  appropriate 
books.  Some  children  read  too  much  and  in  a  slipshod 
way.     More  children  should  read  choice  books. 

History.  . 
The  history  of  this  year  consists  of  biographical  stories 
of  the  pioneer  explorers  along  the  Atlantic  sea  board,  also 
the  stories  of  the  great  ocean  pioneers,  and  of  California 
and  the  extreme  west.  The  lessons  are  treated,  in  the 
main,  orallj^,  with  thorough  reproductions,  oral  or  written, 
by  the  children.  All  the  devices  for  graphic  presentation 
should  be  used,  diagrams,  maps,  board  sketches,  pictures 
and  descriptive  detail  of  persons,  events  and  places.  The 
work  should  be  instructive,  interesting  and  strong  in  the 
presentation  of  manly  characters,  meeting  difficulties  and 
hardships  bravely  and  steadily.  This  awakens  strong 
interests  in  those  parts  of  American  history  which  child- 
ren can  appreciate.  A  good  deal  of  the  geography  of 
America  and  of  Europe  are  necessary  to  the  understand- 
ing of  the  stories.  It  will  be  found  that  the  geography  of 
the  year  helps  greatly  the  comprehension  of  the  stories. 
The  language  drill  in  good  oral  speech,  furnished  b}'  the 
stories,  is  of  the  best  qualit3^  Correct  errors  in  language 
and  insist  on  full  and  original  language  expression.  Study 
carefully  the  chapter  on  Pioneer  History  Stories  in  the 
Special   Method  in    Literature   and  History.     Let   each 


72  Course  of  Study 

child  keep  the  full  outline  of  topics  in  his  outline  book, 
neatly  written  in  ink.  As  far  as  time  permits,  read  Park- 
man,  Roosevelt  and  other  historians  for  fuller  accounts  of 
these  men  and  events. 

First  Term.    Fall. 

Champlain  and  his  expeditions. 

Hudson  and  his  trip  up  the  river. 

John  Smith  in  Virginia. 

Sir  Walter  Raleigh  and  his  attempts. 

These  stories  are  not  based  on  chronology  as  a  leading 
idea.  They  are  simply  attempts  to  bring  out  the  life  and 
character  of  great  pioneer  leaders  who  opened  up  a  large 
new  world.  They  are  biographical  pictures  and  should  be 
made  as  real  and  life-like  as  possible.  Interesting  com- 
parisons of  the  men  with  each  other  may  fittingly  close 
the  stories.  Some  of  the  children  may  begin  to  read  col- 
lateral books  as  suggested  by  the  stories. 

Second  Term.    Winter. 

The  stor^^  of  Columbus  and  the  discovery.  Magellan 
and  the  first  trip  around  the  world.  Cortes  and  the  con- 
quest of  Mexico.  These  stories  take  in  the  world  whole. 
Europe,  the  Atlantic,  America,  the  Pacific,  the  Italian 
and  the  Spaniard,  as  well  as  the  Frenchman  and  the 
Englishman,  are  revealed  in  their  character.  Provide  for 
a  proper  setting  of  the  stories  in  the  geography.  Very 
interesting  comparisons  of  leading  characters  are  possible. 
In  these  detailed  biographical  stories  there  is  a  fine  prep- 
aration for  an  understanding  of  later  history  and  geog- 
raphy. The  native  races  are  also  seen  in  an  interesting 
light. 

Third  Term.    Spring. 

The  Story  of  the  Pilgrims  at  Plymouth. 

The  Early  Life  of  Washington  to  Braddock's  Defeat. 

Fremont  Crossing  the  Sierra  Nevada  to  California. 


For  the  Fifth  Grade.  73 

Trip  Across  the  Plains  and  Mountains  to  California  in 
1849. 

These  stories  bring  us  back  to  our  own  countr}^  more 
closel}',  and  to  its  earlier  and  later  pioneer  difficulties. 

Notice  the  course  in  geography  for  fifth  grade,  and  see 
its  relation  to  the  history.  Keep  the  two  separate,  but 
trace  their  relations.  The  work  in  all  these  stories  centers 
in  the  biographical  interest.  Notice  the  history  of  fourth 
grade.     Study  the  other  work  of  the  fifth  grade. 

Geography. 
The  lessons  of  this  grade  (fifth)  include  about  thirty 
important  type  studies,  taken  from  the  Atlantic  slope,  the 
Pacific  slope,  Canada  and  Mexico,  and  North  America  as  a 
whole.  In  the  geography,  as  well  as  in  the  history  of  this 
year,  it  will  be  necessary  to  use  at  times  the  maps  and 
globes  showing  the  earth-whole.  The  topics  will  still  be 
presented  mainly  in  oral  form  by  the  teacher,  and  dis- 
cussed and  reproduced  by  the  pupil.  Systematic  outlines 
will  be  kept.  Children  should  sketch  maps  on  the  board 
and  on  paper.  Surface  features  should  be  made  in  sand. 
Frye's  Geography  will  be  helpful.  Study  the  plan  and 
method  of  the  Special  Method  in  Geography.  Every  im- 
portant type  study  should  not  only  be  presented  in  its  de- 
scriptive and  instructive  detail,  but  sufficient  additional 
objects  of  the  same  kind  should  be  examined  and  compared 
with  the  type  to  show  the  scope  of  the  idea  on  a  large 
scale  in  the  geography  of  North  America.  Great  com- 
mercial routes  and  centers  of  traffic  should  be  seen  in  their 
importance.  Series  of  causally  related  objects  should  be 
linked  together  and  the  common  cause  noted.  The  lesser 
facts  of  geography  should  be  seen  in  their  proper  relation 
to  the  more  important  ones.  To  some  extent  children  can 
read  collateral  information  books,  such  as  geographical 
readers,  and  report  upon  the  topics  in  class. 


74  Course  of  Study 

First  Term.    Fall. 

Hudson  River.     Adirondacks,  and  Erie  Canal. 

Mt.  Washing-ton.  (White  Mountains.  Scenery.  Sum- 
mer resorts). 

Boston    (history,  monuments,  commerce,  institutions). 

A  Cotton-Mill  at  Lowell.  (Merrimac  water  power. 
Manufactures  of  New  England.  Shipping-  cotton  and 
cloth). 

Ship-Building  at  Philadelphia.  (Ship-yards.  Navy- 
yards). 

Washington.  (Government.  Compare  with  state  gov- 
ernment). 

The  Oyster  Fisheries  of  the  Chesapeake.  (Eong  Island 
Sound). 

The  James  River  and  Surface  Features  of  Virginia. 
Richmond. 

The  Pineries  of  Carolina.     (Ships'  supplies,  ports). 

Orange  Groves  in  Florida.     (Resorts,  climate). 

The  old  type  studies  of  the  Mississippi  valley  will  sug- 
gest valuable  comparisons  with  the  topics  of  the  Atlantic 
slope.  Besides  this,  important  extensions  of  those  old 
topics  into  the  Eastern  states  should  be  noticed,  e.g.,  the 
pine  forests  and  lumbering  of  Maine,  etc. 

Second  Term.    Winter. 

New  York  City  as  a  trade  center. 

The  Central  Pacific  Railroad.     (Compare). 

A  gold  mine  in  California.     (Gold  area). 

The  Colorado  River.     Canons. 

The  Salt  Lake  Basin.     (Humboldt  River). 

Salmon  Fisheries  of  the  Columbia. 

San  Francisco.     (Compare  with  New  York). 

Trip  from  Puget  Sound  to  Alaska. 

The  previous  studies  in  geography  furnish  many  points 
of  comparison  and  many  opportunities  to  extend  and  ap- 
ply types  previously  studied,  e,  g.,  irrigation,  coal  mines, 


For  the  Fifth  Grade.  75 

mountains,  fruit  growing-,  climate,  etc.  Children  should 
do  some  reference  study.  Lessons  mainly  oral.  Use  and 
make  maps. 

Third  Term.    Spring. 

The  St.  Lawrence  River.     (Scener}-,  cities). 

Cod-fishing-  on  the  banks.     (Compare). 

The  Cit}'  of  Mexico.     (Plateau,  climate). 

Popocatepetl.     (Mt.  Ranier,  St.  Elias,  etc). 

A  banana  farm  in  Jamaica.    (Islands). 

The  Rock}'  Mountains  as  a  whole. 

The  River  systems  and  slopes  of  North  America. 

The  commercial  routes  of  North  America. 

The  continent  of  North  America  as  a  whole. 

Every  topic  studied  should  become  the  center  and  rally- 
ing point  for  a  larg-e  body  of  closely  associated  ideas. 
Notice  the  close  connections  with  other  studies,  but  do 
not  allow  these  connections  to  mislead  into  confusion  of 
ideas  and  studies. 

Natural  Science. 

These  lessons  come  every  other  day,  are  essentially 
oral,  should  be  systematic,  with  keeping  of  careful  out- 
lines. The  life  groups  partly  developed  in  fourth  grade 
should  be  still  further  developed  and  extended  in  fifth 
grade. 

The  larger  notion  of  zones,  with  the  idea  of  charac- 
teristic plant,  animal  and  climate  in  each  may  be  much 
helped  by  the  science  lessons.  Teachers  as  well  as  pupils 
need  to  cultivate  a  close  observation  of  the  objects  and 
phenomena  of  science  about  home,  also  to  use  the  best 
monographs  in  science  to  help  them  in  their  studies.  The 
biographies  of  some  of  the  famous  scientists  may  be  con- 
sulted and  drawn  upon  to  lend  interest  to  some  of  the 
studies  of  this  year.  Hugh  Miller,  for  example,  in  geol- 
ogy, Agassiz  in  the  study  of  fishes,  Gray  in  connection 
with  the  study  of  plants,  etc. 


76  Course  of  Study 

Keep  posted  on  the  science  topics  previously  studied  by 
the  children.  Extend  and  strengthen  the  groups  already 
studied.  An  examination  of  the  adaptation  of  the  plant 
(cactus)  or  animal  (fish)  to  its  environment,  the  fitness  of 
organs  and  structure  to  the  mode  of  life  suggest  deep  and 
interesting  thoughts  to  the  children.  Let  children  learn 
to  respect  and  love  things  in  nature,  to  see  the  beauty  and 
wonders  in  nature  but  not  to  be  destructive  or  give  pain  or 
lay  waste  and  spoil. 

First  Term.    Fall. 

Insect  life.  The  bee,  a  hive  of  bees,  queen  bee,  etc. 
(Compare  with  bumble  bee,  wasp.) 

Migrations  of  Birds.     Black  bird,  rice  bird. 

Forests  are  studied  incidental  to  the  topics  above. 

Animal  life  in  water.  (Clam,)  oyster,  cod-fish,  salmon, 
(seal),  whale,  polar  bear. 

Recall  the  study  of  river  fish  in  fourth  grade. 

Fruits.  The  peach  (other  stone  fruit),  the  orange, 
lemon,  banana,  cocoanut. 

The  steam  engine.  Expansion  by  heat.  Applications  to 
commerce  and  manufacturing. 

Make  a  full,  detailed  study  of  at  least  one  object  and 
its  life  history  in  each  of  the  five  topics.  Then  compare 
and  extend  the  idea.  Get  the  facts  from  observations, 
from  books,  from  specialists.  Trace  connections  with 
other  studies. 

Second  Term.     Winter. 

Light  and  the  Eye.  The  eye  of  an  ox,  parts  and  func- 
tions. The  human  eye.  Light,  reflection  and  refraction, 
mirrors,  lenses,  telescope,  and  microscope. 

Minerals.     The  crust  of  the  earth,  geologic  strata,  peb- 
bles,  boulders,    limestone,    granite,    marble,    the   gravel 
bank,  quartz,  the  gorge  and  erosion,  glaciers,  volcanoes 
fossils,  geological  history. 


I 


For  the  Fifth  Grade.  77 

The  moon  and  its  phases.     The  tides. 

The  twnpass,  the  mag-net. 

In  most  cases  the  objects  for  study  can  be  brought  into 
the  school-room;  collections  of  rocks  and  minerals  can  be 
made  b}-  the  children  for  the  school  room.  Let  the  class- 
room descriptions  and  discussions  be  based  upon  the  pre- 
vious observations  and  collections  of  the  children. 

Third  Term.    Spring. 

Migration  of  Birds  in  spring  time.     The  water  birds. 
Continue  the  study  of  rocl:  strata,  mineral  ores,  mountain 
building,  springs,  artesian  wells. 

Plants.  Pitch  pine,  cactus,  California  red-wood,  ebony, 
rosewood,  palm  tree,  ferns,  mosses,  tobacco  plants. 

Salt.     Mines,  springs,  lakes. 

The  milk  weed  butterfly.  Egg,  life,  changes,  food,  move- 
ments, structure,  migration. 

Movements  of  the  ear?/i  about  the  sun. 

Consult  the  Special  Method  for  natural  science.  Study 
the  work  of  the  whole  year  and  keep  up  the  study  of  topics 
begun  earlier  in  the  year.  Test  the  children  by  oral  work, 
writing,  and  drawing. 

Science  Books  for  Fifth  Grade. 

Winchell's  Geological  Excursions. 

The  Beauties  of  Nature  (Lubbock),  Macmillan. 

The  Life  of  a  Butterfly  (Scudder),  Henry  Holt  &  Co., 
New  York  City. 

Birds  and  Bees  (Burroughs),  Houghton,  Mifflin  &  Co. 

Up  and  Down  the  Brooks,  Houghton,  Mifflin  &l  Co. 

Ants,  Bees,  and  Wasps  (Lubbock),  D.  Appleton  «&  Co., 
New  York. 

Among  the  Trees,  Mrs.  Dyson. 

Wake  Robin  (Burroughs),  Houghton,  Mifflin  &  Co. 

Coal  and  Coal  Mines,  Houghton,  Miffln  &  Co. 

Madam  How  and  Lady  Why  (Kingsley),  Macmillan. 


78  Course  of  ISiudy 

Seaside  and  Wayside,  No.  Ill  and  No.  IV.,  D.  C.  Heath 
&  Co. 

Animal  Memoirs,  Part  I,  Mammals;  Part  II,  Birds, 
Iveson,  Blakeman  &  Co.,  Chicag-o. 

Directions  for  Teaching  Geology  (pamphlet)  (Shaler), 
D.  C.  Heath  &  Co. 

First  Book  in  Geology  (Shaler),  D.  C.  Heath  &  Co. 

The  Great  World's  Farm  (Gaye),  Seeley  &  Co. 

Language  Lessons. 

As  in  third  and  fourth  grades  the  lessons  are  divided 
between  oral  drills  upon  correct  forms  and  composition 
exercises.  Read  closely  the  plan  outlined  for  third  grade. 
Freedom  and  accuracy  in  the  use  of  common  English  (both 
oral  and  written)  are  the  aims  of  the  lesson.  Do  not  accept 
careless  written  work.  Give  variety  of  lively  drills,  oral, 
on  black-board,  dictations,  compositions  on  given  outlines, 
compositions  without  outlines,  the  use  in  sentences  of 
irregular  forms,  abbreviations,  contractions  and  quota- 
tions. Write  up  excursions,  geographical  and  scientific. 
Write  about  books  the  children  have  read.  Observe  the 
children  in  the  midst  of  the  composition  work  and  guard 
against  errors. 

First  Term.    Fall. 

Begin  Bright's  outline  for  fifth  grade.  Review  the 
work  of  third  and  fourth  grades  and  apply  the  facts  there 
learned. 

Begin  DeGarmo  No.  III.  These  lessons  are  suggestive 
rather  than  illustrative. 

The  composition  exercises  of  fifth  grade  should  show 
independence  and  individuality  and  capacity  for  expres- 
sion. The  papers  should  be  longer  and  fuller  than  in 
earlier  grades.  Preserve  the  compositions.  Put  some  of 
them  in  the  letter  form. 

Continue  from  fourth  grade  work  in  the  use  of  the  die- 


I 


For  the  Fifth  Grade.  79 

tionary.  Learn  to  use  and  interpret  by  the  diacritical 
markings.  Put  the  language  lessons,  both  oral  and  written, 
into  close  relation  with  other  studies. 

Second  Term.    Winter. 

Continue  Brig-ht's  fifth  grade  work. 

Continue  DeGarmo's  Part  III. 

Continue  the  dictionary  work. 

Examine  the  literature  the  children  have  been  study- 
ing for  illustrations  and  tests  of  what  the  children  have 
learned  in  language  lessons.  Bring  in  a  variety  of  letters, 
business  and  friendly,  to  test  the  rules  developed.  Dra- 
matic and  dialogue  selections  will  furnish  good  tests  of 
punctuation,  capitals,  contractions,  and  correct  forms  of 
expression.  Use  technical  grammatical  terms  when  needed, 
but  give  simple  explanations  of  their  meaning,  w^ithout 
special  care  as  to  their  strict  grammatical  definitions. 
Use  rules  only  when  thej^  help  correct  speech. 

Third  Term.    Spring. 

Complete  Bright's  fifth  grade  work. 

Use  DeGarmo-s  Part  III. 

Be  sure  the  children  know  how  to  use  the  dictionary. 
Teach  them  also  the  use  of  cyclopedia,  atlas,  and  other 
reference  books. 

Continue  to  use  the  literature  previouslj-  studied  as  a 
basis  of  illustrating  and  testing  the  forms  of  English. 

Write  out  quotations  from  memory.  Write  stories  from 
memory.  Write  on  the  lives  of  certain  authors  studied. 
Write  upon  excursions,  holidays,  vacations,  etc.  Apply 
the  language  facts  learned  to  other  studies,  to  life,  to 
home  conversations,  to  newspapers.  Collect  errors  from 
all  sources,  and  discuss  in  the  class. 


80  -  Course  of  Study 

Arithmetic, 

Stud}'  the  preface  to  the  arithmetic,  and  examine  the 
book  as  a  whole  to  get  its  plan,  purpose,  and  method. 

Stud}'  Cook's  Methods  in  Written  Arithmetic  to  see  cor- 
rect forms  of  explanation,  to  avoid  common  errors  in  arith- 
metical language,  to  make  the  work  thought  exercises 
instead  of  formal  mechanical  drills.  Work  all  examples 
mentalh'  which  can  be  reasonablj-  done  so.  Use  abundance 
of  oral  drills  for  the  sake  of  review,  for  rapid  use  of  old 
facts,  and  for  the  introduction  and  explanation  of  new 
principles.  Let  both  teacher  and  pupils  illustrate  prob- 
lems with  objects  and  with  board  diagrams.  Let  children 
test  and  prove  their  own  results,  not  depending  on  the 
book,  teacher,  or  anybody  else.  Let  the  children  see  how 
to  use  old  ideas  and  principles  in  new  cases  and  problems. 
Trace  up  closely  the  relations  between  the  different  parts 
of  arithmetic. 

The  other  studies  will  furnish  many  problems  that  can 
be  worked  out  by  the  pupils,  e.g,  the  areas  of  belts  or  re- 
gions of  production,  as  the  hard  wood  forests,  prairies, 
river  valleys,  the  quantity  of  products,  etc.  The  natural 
science  and  history  stories  also  furnish  problems. 

Examine  closely  the  plan  of  arithmetic  in  third  and 
fourth  grades. 

First  Term.    Fall. 

Text-book,  Cook  and  Cropsey,  begin  p.  230.  Simple  frac- 
tions. 

Illustrate  objectively  and  cause  the  children  to  illus- 
trate and  invent  illustrations.  Introduce  simple  oral 
problems  in  approaching  any  principle  or  rule.  Get  the 
rule  inductively  by  comparing  illustrative  problems.  Make 
a  rule,  compare  it  with  the  one  in  the  book.  Apply  it  to 
a  variety  of  particular  cases.  Besides  the  book  problems, 
make  others  from  familiar  objects  and  from  other  studies. 
Precision  in  language  should  follow  clear  perception  of 


For  the  Fifth  Grade.  81 

relations.      Think  out  the  problem  in  its  essentials  before 
beg-inning-  to  figure  it  out. 

Second  Term.    Winter. 

Cook  and  Cropsey. 

Continue  the  study  of  fractions,  simple  and  decimal. 
Learn  to  handle  the  class  at  the  board.  Keep  all  busy  at 
profitable  work.  Let  board  work  be  neat  and  careful.  The 
drill  exercises  should  be  energ-etic  and  rapid  with  breath- 
ing" spaces  between  the  problems. 

If  papers  are  called  for  with  home  work  they  should  be 
forthcoming-  and  not  overlooked  or  neglected.  Do  not  as- 
sig-n  too  much  home  work.  Do  not  stop  to  help  backward 
pupils  at  the  expense  of  the  whole  class.  Assign  lessons 
carefully,  reasonably,  considering  the  ability  of  the  pupils. 
Third  Term.    Spring. 

Cook  and  Cropsey. 

Finish  common  and  decimal  fractions.  Do  not  seek  to 
work  complex  and  difficult  problems  so  much  as  to  master 
the  simple  principles  and  apply  them  rapidly  to  a  great 
variety  of  simple  material. 

Oral  drills  involving  all  the  previous  facts  and  opera- 
tions of  arithmetic  should  be  frequent.  Put  variety  of 
work  into  each  recitation.  Study  closely  the  plans  for  the 
whole  year's  work. 

Avoid  slow  and  mechanical  habits.  Make  the  thought 
work  prominent.  Apply  the  formal  steps  to  arithmetic 
work.  Self  reliance  and  vigor  are  the  results  much  de- 
sired in  pupils. 

Drawing. 

The  drawing-  of  fifth  grade  is  larg-ely  dependent  upon 
the  objects  sug-g-ested  by  the  other  studies. 

For  the  general  plan,  consult  Miss  Stoker's  "Seeing  and 
Doing."  Notice  the  general  plan  of  the  book  and  the 
special  work  of  fifth  grade. 


82  Course  of  Study 

The  science  topics  in  this  grade  will  furnish  many  ob- 
jects for  molding",  cutting,  and  drawing",  e.g.,  fruits,  trees, 
g"eologic  strata,  birds,  instruments,  etc.:  the  histor}^  sug"- 
gests  buildings,  temples,  log-houses  and  forts,  ships,  trop- 
ical trees,  etc.;  the  geography  suggests  canal  boats,  mills, 
public  buildings,  canons,  bluffs,  islands,  mountains,  and 
volcanoes. 

Writing. 

The  writing  should  be  a  caieful  drill  in  the  vertical 
script. 

Consult  closely  Mr.  Gavins'  plan  as  outlined  for  third 
grade. 

Children  of  this  age.  especially  boys,  are  apt  to  be  care- 
less in  writing.  Insist  upon  care  in  position,  neatness,  and 
obedience  to  requirements.  Apply  the  same  method  of 
vertical  writing  to  all  the  written  exercises  of  the  class. 
See  whether  other  teachers  of  this  grade  are  applying 
these  requirements  in  written  exercises,  e.g.,  spelling,  com- 
positions, and  board  work.  Make  the  writing  exercises 
superfluous  as  soon  as  possible.  Excuse  from  it  those  who 
have  attainedproficiency  and  have  established  good  habits. 

Music, 
Children  in  this  grade  should  memorize  the  words  and 
music  of  a  number  of  classic  songs. 

1.  Patriotic  songs,  familiar  and  popular. 

2.  Songs  fitted  to  the  seasons  and  age  of  the  children. 

3.  Hymns  (both  words  and  music  classic). 

4.  Songs  suggested  by  the  nature  studies. 

In  connection  with  these  songs  it  is  possible  to  bring  in 
certain  drills  which  will  give  children  a  mastery  of  the 
elements  of  music.  Teachers  should  make  a  special  effort 
to  make  the  acquaintance  of  these  songs  and  learn  how  to 
use  them  in  schools.  For  songs,  consult  the  Model  Music 
Course  for  Schools.     Third  Reader. 


For  the  Fifth  Grade.  83 

Spelling. 

The  spelling  lessons  are  drawn  from  the  other  studies. 
Lists  of  words  are  made  each  week  by  each  teacher  and 
left  on  tile  with  the  room-teacher  to  be  used  for  the  spell- 
ing- class. 

Consult  the  plan  full\-  outlined  in  third  grade.  Use 
Sherwood's  Writing  Speller.  Get  neat  written  work.  Use 
pen,  ink,  and  blotter.  Correct  words  carefully.  Drill  on 
corrected  words.     Notice  the  meaning  of  words. 


8-t  Course  of  Study 


Sixth  GF^ade. 


The  work  of  the  studies  in  sixth  grade  consists  of  a  body 
of  closely  related  materials  from  literature,  history,  nat- 
ural science,  geography,  and  language.  Each  teacher  in 
this  grade  should  examine  the  whole  course  for  the  year, 
and,  as  far  as  time  permits,  make  a  closer  acquaintance 
with  the  material  of  the  different  studies.  There  is  a  cer- 
tain unity  which  binds  them  all  together  and  makes  them 
dependent  upon  one  another.  On  the  principle  of  concen- 
tration the  topics  in  the  different  studies  are  selected 
along  parallel  lines.  The  history  stories  of  the  fifth 
grade  and  the  colonial  history  of  the  sixth  grade  are 
closely  associated  with  the  literature  of  the  colonial  pe- 
riod used  as. reading  matter  in  the  sixth  grade.  The  ge- 
ography of  Europe  is  intimately  linked  with  the  stories  of 
the  pioneer  explorers  in  the  fifth  grade,  with  the  colono- 
nial  liistory,  and  with  the  literature  of  Scotland,  England, 
and  other  countries  of  Europe  used  as  reading  matter  in 
sixth  grade,  and  even  earlier.  The  science  lessons  at  many 
points  touch  the  geography  and  history  of  the  same  grade 
closely.  The  language  and  composition  work  should  be 
brought  into  touch  with  the  most  interesting  topics  in  lit- 
erature, geography,  and  natural  science,  so  as  to  make  it 
more  real  and  less  formal.  Keep  in  mind  always  the  fit- 
ness of  the  material  for  the  children. 

Reading. 

First  Term.    Fall. 

Grandfather's  Chair  (Hawthorne),  Houghton,  Mifflin  & 
Co.     Select  the  best  stories— do  not  try  to  read  the  book 


For  the  Sijcth  Grade.  85 

entire.  The  Sketch  Book,  Hip  Van  Winkle,  and  Sleepy 
Hollow.  Selected  poems  from  the  Golden  Treasury  of 
Song's  and  Lyrics.  Memorize  some  of  these,  partly  for  in- 
dividual and  partly  for  concert  recitation  at  the  beginning- 
of  recitations.  For  sight  reading  and  for  collateral  home 
reading,  use  Jason's  Quest,  The  Stories  of  Waverly,  and 
Bunyan's  Pilgrim's  Progress.  For  suggestions  as  to  the 
spirit  and  method  of  the  work,  read  chapters  I,  III,  IV, 
and  VI,  of  the  Special  Method  in  Reading.  Let  the  teacher 
get  acquainted  with  as  much  as  she  can  of  the  literature 
suggested  for  this  grade.  The  teacher  should  read  and 
master  a  story  or  poem  as  a  whole  before  trying  to  handle 
it  with  a  class. 

Second  Term.    Winter. 

The  Courtship  of  Miles  Standish  (Houghton,  Miffln  & 
Co).  The  Autobiography  of  Benjamin  Franklin  (Hough- 
ton, Mifflin  &  Co.,  also  Ginn  &  Co).  The  Lay  of  the  Last 
Minstrel  (Ginn  &  Co). 

The  Autobiography  can  be  read  only  in  part  in  the  class 
but  may  be  completed  outside.  For  collateral  reading,  take 
Ten  Great  Events  in  History  (Am.  Book  Co.),  and  Ivanhoe 
(Ginn  &  Co).  Short  poems  should  also  be  selected,  and, 
after  proper  discussion  and  drill,  memorized  by  the  class. 

Third  Term.    Spring. 

Snow  Bound  and  Among  the  Hills.  Houghton,  Mifflin 
&  Co. 

Birds  and  Bees.     Houghton,  Mifflin  Sz  Co. 

Tales  of  a  Grandfather  (Scott).     Ginn  &  Co. 

The  latter  book  cannot  be  read  complete  in  the  class, 
but  some  of  its  best  parts  should  be  read  in  a  spirited  way 
and  enough  interest  awakened  to  lead  to  further  reading. 
The  Hunting  of  the  Deer  and  the  Christmas  Carol  may 
furnish  good  sight  and  collateral  reading.  The  poems 
selected  for  memorizing  should  be  in  harmony  with  the 


86  Course  of  Study 

other  literature  of  the  year.  They  should  be  selected  at 
times  to  suit  the  season  or  the  day  celebrated. 

The  reading-  matter  of  this  year  is  closely  related  in 
many  ways  to  the  previous  reading",  to  the  history  and  geog- 
raphy and  natural  science  studied  in  earlier  terms.  Note 
these  relations. 

Sixth  grade  pupils  may  well  read  into  the  lines  of  the 
authors  they  are  studying.  The  library  should  be  used  for 
this  purpose.  Much  of  the  reference  work  however  should 
be  voluntary. 

History. 

The  sixth  grade  history  includes  the  period  of  colonial 
settlement  and  growth  up  to  the  beginning  of  the  Revolu- 
tion. The  fourth  and  fifth  grade  pioneer  stories  have 
prepared  the  way  for  this  history.  The  plan  is  to  select  four 
or  five  of  the  chief  colonies  as  types  and  make  a  somewhat 
full  study  of  a  few  leading  topics  in  each  colony.  By 
omitting  a  greater  part  of  what  is  usually  learned  as  his- 
tory we  gain  time  for  a  deeper  and  more  graphic  account 
of  a  few  very  sig-nificant  topics.  The  history  will  come  on 
alternate  days  and  should  be  partly  oral,  facts  being  pre- 
sented by  the  teacher,  and  partly  derived  from  books 
which  the  children  read  and  report  upon.  In  any  case 
children  should  discuss  and  reason  at  the  causes.  The 
effort  to  grasp  an  important  topic  in  a  variet}"  of  relations 
gives  good  development  to  self  activitj^  and  judgment. 
History  should  bring  out  with  great  force  and  clearness  a 
few  fundamental  truths.  The  biographies  of  prominent 
colonial  characters  constitute  a  good  share  of  the  best 
material  for  this  grade. 

First  Term.    Fall. 

Massachusetts  as  the  typical  New  England  colon3^  Sift 
out  the  important  topics  for  full  and  careful  study.  A 
briefer  reference  to  Connecticut  and  other  New  England 


For  the  Sixth  Grade.  87 

colonies  for  the  sake  of  comparison  with  Massachusetts. 
The  development  of  government,  town  meeting,  repre- 
sentative bodies,  legislatures,  governors,  etc.,  needs  close 
study. 

The  Pequot  and  King  Philip's  wars  should  be  studied  in 
detail. 

The  History  of  Virginia  before  the  Revolution.  Here 
also  a  few  important  topics  should  be  handled  fully.  A 
comparison  of  people,  government,  and  manner  of  life 
with  Massachusetts  will  be  fruitful. 

The  relations  to  the  mother  country  in  both  colonies 
needs  careful  attention. 

Second  Term.    Winter. 

Histor}^  of  New  York  and  the  Iroquois.  A  somewhat 
full  account  of  this  great  Indian  confederacy  should  be 
aimed  at.  The  History  of  Pennsylvania.  As  a  collateral 
topic  take  the  early  history  of  Maryland.  Use  good  biog- 
raphies of  such  men  as  Wm.  Penn,  Stuyvesant,  Benjamin 
Franklin,  and  others  for  reference  work.  Study  the  maps 
and  physical  features  of  the  different  colonies.  The  geog- 
raphy- and  parallel  history  of  European  countries  are  im- 
portant in  connection  with  the  history  of  the  colonies. 
The  history  will  open  the  way  for  a  better  use  of  some  of 
our  best  American  classics,  as.  Courtship  of  Miles  Standish, 
Sketch  Book,  Knickerbocker  History,  and,  later,  Evan- 
geline. 

Third  Term.     Spring. 

The  History  of  Georgia. 

The  efforts  at  colonial  union. 

The  last  French  and  Indian  War. 

The  previous  histor}-  has  led  up  to  an  appreciation  of 
the  last  great  struggle  between  the  French  and  English 
for  the  posse^ssion  of  North  America.  The  biographies  of 
Pitt,  Washington,  Wolf,    Montcalm,    and  others   will  be 


88  Course  of  Study 

used  for  reference.  A  full  master}^  of  a  few  leading  events 
and  a  sympathetic  acquaintnce  with  the  great  charac- 
ters of  this  epoch  are  better  than  a  multitude  of  facts. 

Geography. 

Sixth  grade  geog-raphy  is  devoted  mainly  to  Europe.  ' 
The  plan  of  type  studies  will  be  continued  through  this 
grade.  Each  type  study  will  require,  on  the  average,  two 
or  three  recitations.  The  topics  are  all  new  to  the  children 
and  should,  therefore,  call  out  g-reater  interest.  In  those 
important  topics  already  fully  treated  in  America  only 
brief  comparisons  will  be  necessary,  e.  g.,  the  coal  mines 
and  coal  fields,  the  forests,  grains,  and  live  stock  of  Europe. 
The  orig-inal  standards  with  which  we  measure  the  govern- 
ment, industries,  mountains,  rivers,  commerce,  etc.,  of 
Europe  are  those  alread}^  described  fully  in  America. 
When  the  resemblance  is  very  marked  and  not  many  new 
facts  are  to  be  broug"ht  out  in  Europe,  a  brief  comparison 
with  American  topics  is  all  that  is  necessary.  The  his- 
torical references  in  previous  history  stories,  in  the  poems 
and  myths  of  Europe  should  be  referred  to  and  made  use 
of  to  help  the  geog'raphy.  Study  the  plan  and  method  of 
procedure  in  Special  Method  in  Geography  for  fourth 
g'rade. 

First  Term.    Fall. 

Trip  by  steamer  from  New  York  to  Liverpool.  (A  steam- 
ship line,  commerce). 

Home  and  estate  of  an  English  country  gentleman. 
(Agriculture,  landed  gentry,  tenants,  parks). 

Manchester  as  a  manufacturing-  center.  The  raw  mate- 
rials, whence  obtained,  the  ship  canal;  compare  and  locate 
other  centers  of  manufacture. 

Ship  building  at  Glasgow.     (Iron  ships,  war  ships). 

The  Thames  and  shipping  at  London.  Commerce  of 
England. 


Fov  till'  ."^icth  Grade.  89 

The  Parliament  House,  Windsor  Castle,  and  the  Tower. 
(The  g"overnment  of  Eng"land;  compare  with  the  United 
States). 

1      Westminster  in  London.     (St.  Pauls). 
'      Oxford  and  Cambrid*re.     (Compare  with  Harvard,  etc). 

The  French  people.     (Lang^uaj^e,  history,  character). 

Paris,  the  city  of  arts.  (Palaces,  churches,  streets, 
bridges,  museums,  parks,  histor}'^,  and  monuments). 

Around  each  of  these  important  types  we  may  collect  a 
large  body  of  similar  facts,  as  we  move  on  to  the  other 
countries  of  Europe  and  as  we  call  up  types  previously 
studied.  For  example,  Westminster  is  a  good  center 
around  which  to  cluster  the  great  churches  of  Europe; 
Manchester  is  a  center  for  the  discussion  of  manufactur- 
ing cities.  The  children  are  old  enough  to  do  good  refer- 
ence work.  Recitations  come  on  alternate  days.  In 
Europe  especially,  history,  literature,  tradition,  and  myth 
play  almost  as  significant  a  role  as  the  present  facts. 

Second  Term.    Winter. 

The  silk  industry  at  Lyons.     (Silkworms,  trade  in  silk). 

Grape  culture.     (Bordeaux,  wane,  shipping). 

The  Rhine.  (Scenery,  churches,  history,  commerce, 
ruins)  . 

The  German  army.  (Drill,  recruits,  maneuvers,  bar- 
racks). 

Out-door  life  in  Germany.  (Gardens,  music,  concerts, 
walks). 

The  sugar  beet.  (Raising  the  crop,  the  mill,  the  re- 
finer}-). 

The  public  schools.     The  University  of  Berlin. 

Amsterdam  and  the  dikes  of  Holland.     (History). 

The  Alps.  (Surface,  scenery,  rivers,  lakes,  people, 
tunnels). 

Genoa  and  Venice.     (History,  location,  and  buildings). 

—7 


90  Course  of  Study 

"Modern  Europe"  in  The  World  and  its  People  series 
will  be  very  useful  as  a  reference.  Baedeker's  guide  books 
will  be  helpful  for  details.     Frye's  Geography  also. 

Let  the  children  study  and  interpret  the  wall  maps,  and 

explain  the  surface  features  of  Europe  as  a  whole;   also, 

draw  the  maps  in  outline  on  board  and  paper.     Frequent 

comparisons  with  important  topics  treated  in  the  United 

States  will  be  valuable  for  both  the  old  and  new.     Notice 

the  variety  of  languages  and  races  in  Europe,  and  the  fact 

that  emigrants  from  Europe  have  settled  in  all  parts  of 

our  country. 

Third  Term.    Spring. 

Rome.    (St.  Peters,  The  Coliseum,  The  Vatican  ruins). 

The  Alhambra  at  Granada,  The  Acropolis  at  Athens. 

The  Mediterranean  Sea.  (Historical  stories  and  refer- 
ences). 

The  Danube.  (Variety  of  races,  cities,  and  languages). 

The  four  seas  of  Russia.     (Cities  and  commerce). 

The  Czar.  (Moscow,  Peter  the  Great,  The  Kremlin). 

Hammerfest.     (Arctic  land  and  people). 

The  Peninsulas  of  Europe  (Surface,  people,  climate). 

The  Gulf  Stream.     (Effects  on  climate  andproducts). 

The  whole  year's  work  for  Europe  should  be  kept  in 
mind  while  teaching  any  term's  topics.  It  is  not  expected 
in  the  plan  of  geography  to  spend  much  time  in  formal 
reviews,  but  by  means  of  significant  comparisons  of  city 
with  city,  river  with  river,  government  of  England  with 
government  of  Russia,  etc.,  constantly  review  and  make 
use  of  our  previous  stores  of  knowledge.  The  old  stand- 
ards or  types  may  be  used  again  and  again,  both  helping 
and  interpreting  the  new  topics,  and  reviewing  the  old 
from  new  standpoints.  Reference  books  of  travel,  guide 
books,  historical  places  of  great  interest,  and  the  points 
suggested  by  other  studies  need  careful  attention.  Struc- 
tural ideas  and  commercial  routes  on  a  large  scale  deserve 
notice  and  comparison  with  similar  things  in  America. 


For  the  Sixth  (h'ade.  91 

Natural  Science. 
In  the  sixth  grade  a  large  number  of  important  topics 
are  suggested  by  the  geography,  history,  and  literature, 
but  these  suggestions  will  not  suffice  for  a  full  course.  The 
age  and  previous  science  studies,  combined  with  the  gen- 
eral development  of  nature  lore  will  suggest  many  suita- 
ble topics.  Besides  the  topics  of  regular  study  in  this 
year,  the  previous  observations  along  the  line  of  plant  and 
animal  life,  of  mineral  and  physical  objects,  should  be 
kept  up  and  reviewed  incidentally  in  the  form  of  compari- 
sons, contrasts,  leading  to  larger  grasp  of  classifications. 
Life  histories  and  life  groups  should  be  traced  out  and  the 
broader  laws  underlying  the  variety  of  life  and  phenomena 
understood  so  far  as  they  can  be  inferred  by  the  children 
from  the  facts  well  observed.  Depend  as  little  as  possible 
upon  facts  derived  from  books.  Encourage  close  and  reg- 
ular observation  and  the  collection  and  examination  of 
specimens  so  far  as  they  have  a  clear  purpose  and  mean- 
ing. 

First  Term.    Fall. 

The  grasshopper  (continued,  locust,  cricket). 

Common  weeds.  Shepherd's  purse,  rag  weed,  meadow  par- 
snip, field  sorrel. 

Animal  life  in  brooks  and  ponds.  "Up  and  Down  the 
Brooks." 

The  hutterjly  (continued,  life  history,  migrations). 

The  house  Hy. 

The  ocean,  depth,  saltiness,  storms,  temperature,  ice- 
bergs, ocean  currents,  animal  life  in  the  sea,  corals. 

Water  and  its  impurities,  disinfectants,  soap^ 

Teachers  can  get  a  large  amount  of  information  on  these 
topics  from  books,  and  many  suggestions  as  to  method  of 
study,  but  they  should  be  sparing  of  their  direct  gifts  of 
information  to  children.  Let  both  teacher  and  pupil  ex- 
amine, investigate,  and  work  out  their  conclusions.     Give 


92  Course  of  Study 

written  and  oral  tests:   drawing  is  also  a  good  means  of 
sharpening  observation  and  testing  knowledge. 

Second  Term.    Winter. 

TJie  telegraph,  telephone,  history  of  electricity. 

Sugar  in  plants,  grape,  beet,  cane,  maple,  fruits;  physi- 
cal and  chemical  processes  in  extracting  and  refining. 

The  ear,  instruments  of  music,  sound,  vibrations. 

Internal  organs  and  hony  structure  of  fish,  bird,  rabbit. 

Volcanoes  of  Europe,  history,  internal  heat,  crust  of  the 
earth. 

Hydrostatics  and  hydraulics. 

Processes  in  glassmaking,  porcelain. 

A  number  of  these  topics  admit  of  illustrative  devices 
in  the  laboratory,  others  must  be  made  clear  by  means  of 
diagrams  and  descriptions.  Even  in  those  topics  not  ad- 
mitting of  obiective  illustration,  clearness  of  thought  and 
power  to  reason  should  be  exercised. 

Third  Term.    Spring. 

Continue  the  study  of  internal  organs  and  structure  in 
animals.  The  frog,  the  cray-jish,  the  earthworm.  The  life 
history,  internal  organs,  and  structure  of  each  should  be 
aimed  at. 

Animal  life  in  brooks  and  p)onds  may  be  continued  into 
the  spring  and  summer. 

TJie  ant,  life  in  communities,  nests,  mode  of  life.  Forests 
and  forest  preservation.     Trees  of  Europe. 

Animal  life  in  Europe,  the  hare,  reindeer,  chamois,  the 
stork,  robin  red  breast,  pigeon. 

Continue  the  study  of  common  weeds  in  spring. 

The  children  have  now  collected  enough  experience  to 
begin  to  see  the  family  groups  in  nature,  and  the  laws  that 
prevail  in  plant  and  animal  life. 


For  the  Sia^th  Grade.  93 

Books  of  Eefereuce  in  Sixth  Grade  Science. 

Ants,  Bees  and  Wasps  (Lubbock).     D.  Appleton  &  Co. 

Up  and  Down  the  Brooks  (Bamford).  Houghton,  Miff- 
lin &  Co. 

The  Beauties  of  Xature  (Lubbock).     Macmillan. 

Any  good  text  book  in  Ph3-sics  or  Natural  Philosoph}-. 

Elements  of  Biology  (Boyer).     D.  C.  Heath  &  Co. 

The  Life  of  a  Butterfly  (Scudder).     Henry  Holt  &  Co. 

Flower  and  Fruit,  Part  II  (Newell).     Ginn  &  Co. 

Town  Geology  (Kingsley).     Macmillan  &  Co. 

Romance  of  the  Insect  World  (Badenoch).  Macmillan 
&  Co. 

How  to  Study  Plants  (Wood).  A.  S.  Barnes  &  Co., 
Chicago. 

Manual  of  the  Apiary  (Cook).  Thos.  G.  Newman  & 
Son,  Chicago. 

A  Reader  in  Botany  (Newell),  Part  I.     Ginn  &  Co. 

Worms  and  Crustacea,  No.  VII.     D.  C.  Heath. 

Common  H3'droids,  Corals  and  Echinoderms,  No.  V. 
D.  C.  Heath  &  Co. 

Nature  Study  (Jackman).     Henry  Holt  &  Co. 

The  Great  World's  Farm  (Gaye).  Seeley  &  Co.  (Mac- 
millan). 

Science  for  All.     Four  volumes. 

Arithmetic. 

The  work  of  this  year  involves  a  review  of  common 
fractions,  decimals,  and  compound  numbers. 

Some  of  the  chief  things  to  be  attained  are  as  follows: 

The  power  in  children  to  think  and  see  through  prob- 
lems and  the  application  of  principles  for  themselves. 

A  quick,  ready  mastery  of  the  elementary  facts  of 
arithmetic  in  both  oral  and  written  work  so  that  children 
can  feel  that  they  are  accurate  and  reliable. 


94  Course  of  Study 

Whatever  mechanical  drills  are  necessary  should  be 
rapid  and  energetic,  up  to  the  full  measure  of  children's 
powers. 

After  a  principle  has  been  clearly  grasped  by  inductive 
reasoning,  let  the  children  read  the  problems  thoughtfully 
and  apply  the  principle  rationally  (not  mechanically). 

Give  plenty  of  oral  drill,  making  up  problems  from  the 
common  objects  about  the  school  and  town. 

In  compound  numbers,  measure  and  test  the  standards 
in  a  great  variety  of  ways.  Estimate  objects  with  the 
standard  units  as  a  basis.  In  arithmetic  train  children  to 
test  and  prove  their  own  work  and  be  self  reliant.  Do  not 
lose  sight  of  principles  in  the  multitude  of  problems. 
Consult  Cook's  Methods  in  Written  Arithmetic. 

First  Term.    Fall. 

A  complete  review  of  fractions,  common  and  decimal. 
Let  children  make  the  tables  of  compound  numbers  from 
the  standard  units.  Make  the  measurements  and  give  oral 
problems  till  the  relations  are  clear  and  sure.  Take  ex- 
amples from  objects  treated  in  the  other  studies,  throwing 
light  also  upon  those  studies. 

Work  out  in  a  sequence  the  areas  of  rectangles,  paral- 
lelograms, triangles,  and  the  contents  of  prisms.  Get 
areas  of  walls,  ceilings,  and  floors  of  rooms,  etc.  Master 
factoring,  greatest  common  divisor,  and  least  common  mul- 
tiple before  trying  to  apply  them  to  fractions.  Children 
blunder  through  fractions  for  lack  of  power  to  quickly 
analyze  numbers  into  their  factors. 

Use  diagrams  and  make  sketches  on  the  board. 

Second  Term.    Winter. 

In  this  and  the  next  term's  work  the  whole  of  the  pre- 
vious work  in  arithmetic  should  be  summed  up  and  mastered 
up  to  percentage.  Children  should'see  clearly  how  closely 
all  the  parts  of  their  previous  work  hang  together.     The 


JPor  the  Siaih  Grade.  95 

mechanical  exercises  may  be  so  mastered  that  pupils  will 
feel  confident  in  their  strength,  and  grasp  always  at  the 
principle  of  a  problem,  rather  than  at  some  mechanical 
device  for  solving-  it.  Give  variety  to  every  lesson.  Keep 
the  whole  class  busy.  Do  not  assign  long  lessons,  but  insist 
upon  regularity  and  completeness  of  work. 

Third  Term.    Spring. 

Complete  the  review  of  arithmetic  up  to  percentage, 
working  oral  problems  with  speed  and  applying  the  prin- 
ciples to  more  difficult  problems  in  fractions  and  compound 
numbers.     Study  Cook's  Methods  in  Written  Arithmetic. 

Language. 

In  this  grade,  the  exercises  in  the  use  of  correct  Eng- 
lish, oral  and  written,  should  be  brought  to  completion. 
Up  to  this  point  the  children  have  had  great  variety  of 
drill  in  speaking  and  writing.  It  is  only  reasonable  to  ex- 
pect that  at  the  end  of  this  grade  they  have  the  mastery 
of  the  irregular  forms  of  verbs,  pronouns,  inflections,  etc., 
readiness  in  correct  written  work,  in  spelling,  punctuation, 
use  of  abbreviations,  capitals,  etc.,  and  the  forms  of  letter 
writing  and  composition.  There  should  be  great  care  in 
the  oral  use  of  correct  forms  of  language  in  all  classes  of 
this  grade.  The  language  lessons,  especially,  should  re- 
view completely  all  the  previous  exercises  in  correct 
forms,  and  the  other  lessons  should  closely  apply  the 
lessons. 

First  Term.    Fall. 

The  purpose  in  this  grade  as  in  previous  years  is  not  to 
teach  technical  grammar,  but  correct  practice.  Spend 
little  or  no  time  in  grammatical  terms  and  distinctions. 
Use  Bright's  Graded  Instruction  in  English,  seventh  grade, 
but  omit  the  grammar.  Review  carefully  the  exercises  in 
fifth  and  sixth   grades.     The  other    lessons  furnish  ma- 


96  Course  of  Study 

terials  for  intelligent  exercises  in  composition.  Let  the 
lang-uag-e  teacher  notice  the  work  in  history,  natural  sci- 
ence, and  geography  for  composition  topics,  and  for 
thought  materials  for  language  drill. 

Second  Term.    Winter. 

Take  the  language  drills  in  Brighfs  for  seventh  grade. 
Suitable  composition  exercises  are  furnished  by  the  books 
read  outside  of  school,  biographical  sketches,  science 
lessons,  etc.  Train  to  a  regular  use  of  the  dictionary. 
Special  drills  are  necessary  in  dictionary  exercises.  Let 
the  written  work  be  held  to  neatness  and  correctness  of 
form. 

Third   Term.    Spring. 

Review  irregular  verbs,  homonyms,  derivations,  abbre- 
viations, rules  of  spelling.  Use  Bright  as  a  whole  through 
eighth  grade  exercises.  Keep  up  the  use  of  the  diction- 
ary. Preserve  the  compositions  and  note  progress  in  orig- 
inal natural  expression. 

Drawing. 

Bring  the  drawing  exercises  into  close  relation  to  the 
geography,  reading,  natural  science,  and  history.  Public 
buildings,  monuments,  and  works  of  art  in  our  own  country 
and  in  Europe  will  furnish  some  suitable  lessons.  Some 
of  the  public  buildings  of  the  home  city  will  also  furnish 
illustrations  of  style  in  architecture  and  ornament. 

Read  Miss  Stoker's  plan  for  drawing  in  "Seeing  and 
Doing."  Notice  the  course  laid  out  suggestively  for  sixth 
grade.  Study  the  work  of  the  other  sixth  grade  lessons 
for  the  year,  and  notice  where  the  drawing  may  help  in 
observation  and  clearer  grasp  of  ideas.  The  principles  of 
drawing  as  an  art  may  be  brought  out  in  these  drawing 
exercises.  Let  the  children  deal  in  realities  and  try  to 
express  what  they  see.     Do  not  waste  time  in  bare  formal 


For  the  Sixth  Grade.  97 

descriptions  or  language  exercises  as  a  preliminary  to 
drawing".  Watch  the  children  closely  and  individually  at 
their  work,  and  correct  and  guard  against  faults  and  er- 
rors. Some  of  the  drawings  may  well  be  preserved  and  used 
to  illustrate,  in  regular  series,  the  work  in  other  studies. 

Writing. 

Careful  drill  should  be  given  in  the  mastery  and  use 
of  the  vertical  script.  Follow  the  plan  laid  down  by 
Mr.  Cavins  for  third  grade,  modifying  it  suitably  for  up- 
per grade.  Do  not  accept  poor  and  careless  work.  Reject 
it  entirelj^  and  call  for  reasonable  neatness  and  care.  En- 
courage children  to  so  far  master  the  writing  as  to  be  ex- 
cused from  it  at  the  earliest  date.  Let  the  writing  teacher 
observe  the  character  of  the  written  work  in  other  studies 
and  report  to  the  critic  teachers.  Skill  and  efficiency  in 
one  study  should  be  realized  in  other  studies  where  it  may 
•be  applied.  Notice  especially  the  compositions  and  exer- 
cises in  language.  For  writing  exercises  copy  some 
choice  passages  from  the  best  authors  and  preserve.  Be 
careful  to  prevent  blots  on  paper,  desks,  and  floor. 

Spelling. 

The  spelling  words  are  drawn  from  the  other  studies. 
Notice  carefully  the  plan  outlined  for  third  grade.  Write 
the  words  in  the  spelling  blank  with  ink  and  exercise  care 
in  neat  vertical  writing.  Pronounce  words  clearly  and 
but  once,  as  a  rule.  Be  sure  that  the  meaning  of  the  words 
is  clear  to  the  pupils.  Correct  the  spelling  lists  very  care- 
fully. Report  careless  and  backward  pupils  regularly  to 
the  room  teacher,  but  first  use  every  reasonable  effort  to 
secure  good  work  before  depending  upon  others.  Notice 
all  simple  rules  and  analogies  in  spelling.  Keep  desks  neat 
and  clean,  writing  materials  in  order,  and  spelling  books 
without  marks  and  blots. 


98  Course  of  Study 

Music. 

In  upper  intermediate  grades,  let  the  children  learn 
some  new  classic  songs,  suited  to  the  age  of  the  children, 
the  season,  and  the  devotional  exercises.  Consult  the 
"Model  Music  Course,"  Second  and  Third  Readers.  Let 
the  children  learn  the  words  after  they  have  been  read 
and  discussed  in  class.  Drill  exercises  in  music  are  also 
furnished  in  the  music  readers. 

The  Model  Music  Course  is  published  by  The  John 
Church  Company,  of  Cincinnati,  New  York,  and  Chicago. 


For  tJie  Seventh  Grade.  99 


Seventh  Grade. 


In  the  seventh  school  year  we  make  the  epoch  of  the 
Revolution  the  center  of  the  historical  studies,  and  also  of 
many  of  the  classic  and  historical  materials  used  in  read- 
ing lessons.  Other  reading  matter  is  also  derived  from  the 
colonial  period  and  from  the  history  and  literature  of  Eu- 
rope. The  children  are  now  advanced  enough  to  receive  a 
strong  impression  from  this  great  epoch  of  history  and 
from  the  classic  masterpieces  which  are,  in  some  cases, 
closely  related  to  the  history.  In  language  they  are  pre- 
pared for  a  genuine  entrance  into  grammar.  A  term's 
work  in  composition  leading  up  to  grammar  may  well  be- 
gin the  language  work  of  the  year.  In  geography,  having 
completed  the  geography  of  Europe,  they  are  ready  to 
move  out  to  the  geography  of  the  rest  of  the  world,  com- 
pleting this  study  by  the  end  of  the  year.  The  natural 
science  lessons  will  remain  related  in  many  natural  wa3-s 
to  the  geography,  history,  and  literature,  although  it  must 
grow  more  independent  in  pursuit  of  the  aims  of  science  as 
we  advance  in  the  grades.  The  arithmetic  will  give  a  mas- 
tery of  percentage  and  its  applications,  and  needs  to  be 
extensively  related  to  the  subject  matter  of  other  studies. 

In  order  to  produce  a  natural  and  legitimate  connection 
of  all  the  studies  of  this  year,  it  will  be  necessary  for  each 
teacher  of  a  subject  to  make  a  comprehensive  and  some- 
what detailed  study  of  the  whole  year's  work  of  the  class. 
In  many  cases  it  will  help  greatly  to  examine  closely  the 
work  of  the  i)receding  year  and  the  real  status  of  the  class. 


100 


Course  of  Study 


It  is  impossible  to  advance  properly  in  any  study  without 
constant  use  of  previous  year's  work.  This  is  especially 
true  in  arithmetic  and  the  incidental  reviews  and  com- 
parisons of  the  main  topics  of  study  with  those  previously 
studied  in  geog-raphy,  history,  natural  science,  and  read- 
ing- are  the  most  valuable  exercises  for  training-  children 
to  think,  reason,  and  make  use  of  their  knowledg-e. 

Each  teacher,  besides  the  g:eneral  plan  and  work  for 
the  whole  class,  should  have  an  appreciative  eye  for  the 
individualities  of  the  pupils,  for  their  personal  traits,  dis- 
position, ability,  or  weakness.  The  room  teacher  and  the 
teacher  in  reading-,  as  well  as  others,  may  afford  to  watch 
the  tastes  of  children  in  the  reading-  of  library  books  or 
in  their  other  outside  employments  during-  leisure  hours. 
An  effort  to  appreciate  and  understand  personal  charac- 
ter as  it  shows  itself  in  a  g-reat  variety  of  forms,  is  one  of 
those  thing-s  of  vital  moment  in  the  teacher's  work,  but  is 
very  apt  to  be  neg-lected. 

Keading. 

The  masterpieces  selected  for  this  year  are  larg-ely  of 
our  American  writers  and  cluster  about  the  Revolution, 
the  most  thrilling-  period  of  our  national  history.  But 
many  of  the  works  selected  reach  well  back  into  the  colo- 
nial period.  Several  of  the  best  selections  are  Eng-lish 
classics  suited  to  pupils  of  this  ag-e. 

The  reading-  teacher  should  make  a  study  of  the  Special 
Method  in  Reading-  as  a  preparation  for  the  spirit  and 
method  of  the  work,  but,  more  important  still,  is  the 
earnest,  sympathetic  reading-  and  re-reading  of  the  clas- 
sics themselves.  These  are  real  treasures,  whose  great 
value  comes  to  the  consciousness  after  several  readings. 
Let  every  teacher  cultivate  his  taste,  imagination  and 
social  nature  upon  these  choice  materials  of  thought  and 
expression.     For  the  teacher  to  thoroughly  appreciate  and 


For  the  Scvoith  Grade.  101 

enjoy  these  masterpieces  is  a  g^reat  step  toward  prepara- 
tion for  the  reading:  lessons.  Every  teacher  of  this' 
grade  should  survey  the  materials  of  literature  adapted " 
to  this  year,  and  make  as  close  and  extensive  acquaint- 
ance with  it  as  possible.  The  introduction  of  complete 
classics  in  the  place  of  the  readers  will  not  meet  serious 
objection  if  carried  out  g-radually  and  prudently.  Shorter 
classic  poems  and  masterpieces  are  not  neglected,  but 
many  will  be  memorized  or  read  in  connection  with  the 
other  larger  works. 

First  Term.   Fall. 

Evangeline,  Houghton,  Miffln  &  Co. 

Tales  of  Shakespeare  (Lamb),  Ginn  &  Co.;  also  Mac- 
millan  &  Co. 

Washington's  Rules  of  Conduct,  letters,  etc.,  for  sight 
and  home  reading,  Houghton,  Mifflin  &  Co.;  Maynard,  Mer- 
rill &  Co. 

The  Declaration  of  Independence,  Old  South  Leaflets, 
D.  C.  Heath  &  Co. 

For  home  reading  we  may  use  Stories  of  Our  Country, 
American  Book  Co.,  and  Peasant  and  Prince,  Ginn  &  Co. 

The  historical  references  will  prove  interesting  if 
traced  out.  The  Tales  of  Shakespeare  will  prove  an  in- 
teresting introduction  to  the  plays  themselves,  some  of 
which,  in  selections,  may  be  read  in  connection  with  the 
stories. 

Second  Term.    Winter. 

Sella,  Thanatopsis,  and  other  poems,  Houghton,  Mifflin 
&  Co.,  especially  the  patriotic  selections. 

Grandmother's  Story  of  Bunker  Hill,  etc.,  Houghton, 
Mifflin  &  Co. 

Tales  of  the  White  Hills,  Houghton,  Mifflin  &  Co. 


102  Course  of  Study 

For  sig-ht  reading  use  Poor  Richard's  Almanac,  Hough- 
ton: Miming  Co.,  and  Rab  and  His  Friends,  Home  Book 
Co.,  and  Maynard,  Merrill  &  Co. 

In  connection  with  the  classics  study  the  lives  and 
characters  of  the  authors.  The  library  furnishes  good 
reference  material  for  both  teachers  and  pupils.  Refer- 
ences for  children's  use  should  be  definite  and  not  too  ex- 
tensive. Paul  Revere's  Ride,  Under  the  Old  Elm,  and 
Emerson's  poem  on  the  battle  of  Lexington  also  belong  to 
this  term's  work. 

Third  Term.    Spring. 

Bunker  Hill  Monument  (speech  by  Webster).  Ginn  & 
Co.,  Houghton,  Mifflin. 

Enoch  Arden  and  the  Lotus  Eaters.  Maynard,  Merrill 
&Co. 

The  Christmas  Carol,  Houghton,  Mifflin  &  Co. 

For  sight  and  collateral  reading  use  Sharp  Eyes  and 
other  papers.  Houghton,  Mifflin  &  Co.  and  The  Succession 
of  Forest  Trees,  Houghton,  Mifflin  &  Co. 

For  home  reading  recommend  Silas  Marner,  Rob  Roy, 
and  The  Two  Great  Retreats. 

Keep  up  the  practice  of  memorizing  short  poems  and 
select  passages  from  the  longer  classics.  Frequently  it  is 
well  to  read  a  classic  through  a  second  time  with  a  class 
after  carefully  going  over  it  once.  The  comparison  of 
passages  in  different  poems  and  from  different  authors  is  a 
source  of  thoughtfulness  and  interest.  Notice  striking  or 
beautiful  figures  of  speech.  Cultivate  a  taste  for  the 
esthetic  elements  in  literature.  Observe  how  far  the 
habit  of  reading  classics  even  outside  the  school  work  may 
be  cultivated  in  average  children.  Do  not  spend  too  much 
time  in  discussion  but  secure  a  large  amount  of  vigorous, 
oral  reading  in  the  class. 


For  the  ISeventli  Grade.  103 

History. 

In  stud^nng  the  period  of  the  Revolution,  beg-in  with 
biography  and  make  the  personal  interest  in  two  or  three 
leading- characters  the  means  of  a  spirited  and  instructive 
entrance  upon  the  struggle  of  the  Revolution.  The  im- 
portant thing  for  a  teacher  is  to  select  wisely  a  few  im- 
portant topics  and  gather  about  them  abundance  of 
descriptive  detail,  showing  causal  relations  and  binding 
together  into  a  network  a  large  body  of  historical  facts. 

The  recitations  will  come  on  alternate  days  and,  beside 
the  text-book  used,  the  children  should  read  in  biography 
and  history  on  important  topics,  according  to  definite  as- 
signments made  by  the  teacher.  The  life  of  Washington, 
the  life  of  Samuel  Adams,  and  a  few  main  campaigns  and 
topics  of  the  w^ar  will  be  the  centers  of  study  with  which 
all  the  ideas  wall  be  associated.  The  literature  of  the 
year  stands  in  very  close  relation  to  the  history  and  the 
light  thrown  upon  one  by  the  other  should  be  made  good 
use  of.  The  moral  and  patriotic  suggestions  contained  in 
these  historical  and  literary  materials  may  be  strongly 
felt  by  the  pupils. 

Study  the  plan  for  seventh  grade  history  outlined  in 
the  Special  Method  in  Literature  and  History. 
First  Term.    Fall. 

Scudder's  Life  of  Washington.     Houghton,  Miflain  &  Co. 

Let  this  book  be  the  basis  for  this  term's  work.  If  chil- 
dren have  previously  studied  the  early  life  of  Washington, 
this  part  may  be  abridged  or  passed  over  more  rapidly. 
That  part  relating  to  the  events  in  Virginia  at  the  opening 
of  the  Revolutionary  struggle  may  be  made  important  and 
detailed.  Some  reference  work  on  Patrick  Henry  and 
other  patriots  of  Virginia  maybe  in  place  here.  In  treat- 
ing the  life  of  Washington,  his  own  campaigns  about 
Boston,  New  York,  and  Philadelphia  should  be  brought  out 


104  Course  of  Study 

more  fully.     Use  maps  freely,  and  diagrams  to  illustrate 
campaigns  and  battles. 

Second  Term.    Winter. 

Finish  the  Life  of  Washington  to  the  close  of  the  Revo- 
lution. Study  for  a  month  or  six  weeks  the  life  of  Samuel 
Adams  and  the  opening  events  of  the  Revolution  about 
Boston.  Let  the  teacher  handle  the  subject  in  part  orally, 
using  such  definite  reference  work  as  may  be  appropriate 
to  the  children.  Much  of  the  literature  of  this  epoch  clus- 
ters about  Boston.  Each  pupil  should  keep  a  note-book  in 
which  to  arrange  in  orderly  manner  the  leading  topics  dis- 
cussed orally  and  by  reference  work  in  the  class.  Let  the 
leading  topics  be  well  mastered  and  arranged  in  orderly 
form  by  each  pupil. 

Third  Term.     Spring. 

The  leading  topics  for  the  spring  study  are  as  follows: 
Burgoyne's  invasion,  presented  orally  by  the  teacher. 
Much  collateral  reference  work  may  be  done  by  the  pupils. 
Let  the  teacher  use  Burgoyne's  Invasion,  by  S.  A.  Drake; 
Lee  &  Shepard.  Cornwallis'  campaign  at  the  South  and 
Yorktown,  also  presented  orally  by  the  teacher,  with 
definite  reference  work.  State  of  money  matters  at  the 
close  of  the  war,  and  the  growing  hostility  between  the 
states. 

The  Philadelphia  convention  and  the  framing  of  the 
constitution.  For  the  last  two  topics,  John  Fiske's  Criti- 
cal Period  of  American  History  will  furnish  the  best  book 
for  the  teacher's  use.  Let  the  teacher  master  and  present 
the  chief  points.  Let  the  pupils  be  held  for  a  good  repro- 
duction of  the  topics  presented  and  discussed,  for  careful 
reference  study  and  for  neat  outlines  in  their  note-books 
of  work  done. 


I 


For  the  Seventh  Grade.  105 

Geography. 

The  seventh  g^rade  g-eography  includes  the  leading  type 
studies  of  Asia,  Australia,  Africa,  South  America,  and  the 
world-whole,  and  completes  the  regular  course  in  this 
study. 

A  few  important  topics  are  taken  as  important  centers 
and  types.  Europe  is  the  starting  point  for  the  geograph- 
ical movement  into  the  great  continent  and  oceans  not 
yet  studied  in  detail.  All  the  topics  taken  up  for  full 
treatment  in  this  grade  are  new,  although  frequent  com- 
parisons with  somewhat  similar  topics  in  North  America 
and  Europe  will  be  very  suggestive  and  instructive.  In 
treating  such  continents  as  Asia,  Australia,  Africa,  and 
South  America  brief  attention  should  be  called  to  histo- 
rical topics  and  persons  of  special  interest,  as  Livingston 
and  Stanley  in  Africa,  Clive  and  Hastings  and  the  mission- 
airies,  Gary  and  Judson,  in  India,  the  penal  colonies  of 
Australia,  Pizarro  in  Peru,  etc.  These  persons  suggest 
suitable  books  of  travel,  conquest  and  missionary  work  for 
home  reading. 

Frye's  Complete  Geography  and  the  geographical  read- 
ers and  books  of  travel  will  be  of  great  service  to  the 
teacher.  Much  of  the  work  will  have  to  be  done  by  oral 
presentation,  but  much  reference  study  can  be  laid 
upon  the  pupils  if  books  are  available.  Let  each  pupil 
keep  an  outline  book  for  recording  the  main  things  in  out- 
line at  least.  Outline  map  drawing  should  be  practiced  reg- 
ularh'.  Written  and  oral  tests  should  help  to  secure 
systematic  mastery  of  topics. 

At  the  close  of  the  year's  work  there  should  be  a  broad 
survey  of  the  commercial,  structural,  and  climatic  regions 
of  the  world.  The  distribution  of  population  into  civilized, 
semi-civilized,  etc.,  should  be  observed. 


106  Course  of  Study 

First  Term.    Fall. 

The  following  type  studies  are  suggested: 

The  Suez  Canal  and  the  Route  from  England  to  India. 

British  India  as  a  Colonial  Possession  (history,  govern- 
ment). 

The  Religion  of  India  and  China  (caste  sj^stem,  missions, 
temples,  sacred  rivers). 

The  Himalaya  Mountains.  (The  physical  structure  of 
Asia,  slopes  and  rivers,  deserts  and  climate). 

The  Rice  Fields  (food  of  the  people). 

Tea  Olt?^m•e, (cultivation,  picking,  boxing  and  shipping). 

The  Yangste  Biver  and  the  System  of  Internal  Com- 
merce (variety  of  boats,  canals,  Shanghai  and  other  cities 
as  trade  centers). 

The  Over-land  Trade-route  from  Irkutsk  to  Moscow. 

The  Feople  of  Japan  (their  character,  manufactures, 
adoption  of  modern  ideas,  the  recent  war,  commerce). 

Java,  a  Tropical  Island  (products,  people,  government, 
commerce). 

The  central  idea  of  each  important  type  must  be 
clearly  grasped  and  the  facts  gathered  about  this  to 
explain  its  meaning.  Otherwise  there  is  danger  of  loose 
and  scattering  work  by  both  pupils  and  teacher.  Leave 
out  many  things  for  the  sake  of  a  clear  explanation  of  a 
few. 

Second  Term.    Winter. 

Sheep  Bandies  in  Australia  (grass,  rabbits,  climate). 

New  Zealand  as  a  British  settlement  and  colony. 

The  Indian  Ocean  (currents,  trade  winds,  commercial 
routes,  islands,  neighboring  shores,  peoples,  entering 
rivers). 

The  Nile  Biver  (floods,  histor}^,  ruins,  cities,  people). 

The  Desert  of  Sahara  (sandy  wastes,  caravans,  oases. 
Bedouin  tribes;  compare  with  deserts  of  Central  Asia). 

Negroes  of  Central  Africa  (villages,  climate,  slave  trade). 


For  thi  Scnnth  Gnide.  107 

The  Congo  River.    Tropical  Africa. 

An  Ostridi  Farm  in  Cape  Colon}-. 

The  Diamond  fields  of  South  Africa. 

Besides  the  full  treatment  of  these  topics,  old  type 
studies  begun  in  other  countries  should  be  extended  by 
additions  and  comparisons,  e.g.,  the  gold  mines  of  Austra- 
lia compared  with  those  of  California;  the  climate,  pro- 
ducts, etc.,  of  the  East  Indies  compared  with  those  of  the 
West  Indies:  the  lakes  of  Africa  likened  to  those  of  North 
America;  the  Falls  of  the  Zambezi  recalled  with  Niagara; 
the  slopes  and  rivers  of  Siberia  compared  with  those  of  the 
Mackenzie,  etc.  The  reviews  by  means  of  comparison  are 
more  interesting  and  instructive  than  simple  repetitions, 
and  they  lead  to  thoughtfulness  and  use  of  previous  knowl- 
edge as  well  as  to  sj-stem  and  classification. 

Third  Term.    Spring. 

A  Cattle  Ranch  on  the  LaPlata. 

A  Coffee  Plantation  in  Brazil. 

The  Amazon.     Tropical  river  and  forest. 

The  Andes  (the  backbone  of  a  continent,  comparisons). 

The  Pacific  Ocean  (size,  islands,  trade  routes). 

The  Sandwich  Islands. 

Tlie  Nicaragua  Canal  (shortening  of  trade  routes). 

The  Anglo-Saxon  Race  (its  spread  and  influence). 

Distribution  of  Land  and  Water  upon  the  globe. 

Mathematical  Geography,  latitude  and  longitude,  seasons, 
zones. 

It  is  advisable  that  we  make  the  type  studies  of  the 
United  States  and  North  America  a  series  of  standards 
upon  which  to  measure  the  rest  of  the  continents,  rivers, 
productions,  industries,  peoples,  etc.  This  will  give  con- 
stant review  from  new  standpoints,  and  will  link  all  the 
parts  of  geography  during  the  successive  years  closely 
into  one  body  of  knowledge.  But  there  is  great  danger 
that  such  oral  lessons  as  we  have  suggested  may  prove 


108  Course  of  Study 

loose,  incomplete,  and  uns^^stematic.  The  work  should  be 
clear  and  comprehensive,  and  be  thoroughly  mastered. 
The  note-books  should  show  the  careful  and  orderly  qual- 
ity of  the  work.  The  following  plan  and  outline  for  Com- 
position and  Grammar  in  seventh  and  eighth  grades  is 
prepared  by  Miss  Kate  Mavity  of  the  Training  Depart- 
ment of  the  Normal  School. 

Oompositiou  and  Grammar. 

OUTLINE. 

First  term. — Composition — lessons  every  other  day. 
Second  fe?-?)!.— Grammar  and  Composition — lessons  every 

day. 

First  Month. 
A  thought  process — the  three  elements. 
A  sentence — the  three  elements. 
j  Simple,  complex,  and  compound  thoughts. 
(  Simple,  complex,  and  compound  sentences. 
One  composition. 

Second  3Ionth. 
Obiects,  attributes,  and  relations. 
Substantives,  attributives,  and  relationals. 
h.  One  composition. 

Third  Month. 
Simple  ideas,  groups  of  ideas,  and  thought  processes. 
Words,  phrases,  and  clauses  distinguished, 
h.  Words  classed  into  substantive,  attributive,  and  re- 
lational.    Nouns,  pronouns,  and  infinitives  defined, 
c.  One  composition. 
Third  term. — Grammar  and  Composition— lessons  every 

day. 

First  Month, 
a.  The  attributive  parts  of  speech  defined. 
h.  The  relational  parts  of  speech  defined. 

c.  Phrases. 

d.  One  composition. 


For  the  Sevenfh  Grade.  109 

Second  Month. 

a.  Modifiers. 

b.  Clauses. 

c.  One  composition. 

Third  Month. 

a.  Anal3-sis  of  a  classic  selection. 

b.  One  composition. 

The  Composition  Work. 

The  first  term  of  the  seventh  year  is  to  be  given  en- 
tirely to  work  in  composition.  It  is  supposed  that  the  pu- 
pils have  been  writing  compositions  ever  since  they  were 
able  to  write  and  have  had  considerable  practice  in  ex- 
pressing their  thoughts  on  paper.  Facility  in  writing 
letters  and  .compositions  has  alread}^  been  acquired  and 
the  language  habits  of  the  pupils  are  firmly  fixed. 

oThe  recitations  in  seventh    grade,  occur  every  other 
day,  giving  the  pupils  in  all  about  thirty-five  lessons. 

Three  things  are  to  be  accomplished  in  this  work:  first, 
to  give  the  pupils  a  working  knowledge  of  how  to  compose; 
second,  to  drill  in  apph'ing  the  discovered  law:  and  third, 
to  get  the  class  into  readiness  for  the  grammar  work  and 
to  la}^  the  basis  for  it. 

In  writing  the  first  composition  it  would  be  well  to  have 
the  teacher  and  pupils  together  select  the  subject,  and  in 
doing  so  the  teacher  can  lead  the  pupils  to  see  what  a 
good  subject  is.  Subjects  will  be  rejected  because  they 
are  too  broad,  are  worn  out,  or  not  clearly  stated,  while 
the  one  chosen  will  be  selected  because  of  its  interest, 
unity,  clearness,  etc. 

The  children  should  gather  material  on  the  selected 
subject  and  bring  it  to  the  class  for  discussion.  There  it 
will  be  sorted  and  important  and  unimportant  points  be 
distinguished. 

The  next  recitation  might  arrange  the  material  ac- 


110  Course  of  Study 

cording-  to  the  purpose  of  the  composition.  This  completes 
the  organization  of  the  composition. 

The  teacher  should  caution  the  children  before  they 
begin  to  write  to  see  "that  every  sentence  is  complete,  and 
clear;  that  they  use  the  best  words  to  express  their  mean- 
ing-; that  each  parag-raph  holds  one  topic;  and  that  they 
vary  the  expression.  Punctuation  and  capitalization 
should  have  been  well  looked  after  long  before  this  time, 
but  if  the  pupils  have  not  already  formed  good  habits  in 
these  lines  the  teacher  will  have  to  direct  them  about 
these  points. 

In  drilling  in  applying-  the  points  worked  out  in  the 
first  composition,  it  is  not  at  all  necessary  that  the  pupils 
all  write  upon  the  same  subject.  Each  one  may  choose  his 
own  subject  with  the  sanction  of  his  teacher.  This  g-ives 
opportunity  for  encourag-ing-  the  true  writer's  spirit,  in- 
dividual interest  in  some  special  thing-,  and  the  desire  to 
awaken  the  same  interest  in  others. 

The  compositions  should  be  read  and  discussed  as  to  ex- 
cellence or  the  reverse,  and  the  pupils  should  be  asked  to 
judg-e  which  one  g-ave  the  most  practical  information,  was 
most  thoroughly  enjoyed,  or  was  best  fitted  to  inspire  to 
hig-her  living-,  according-  to  the  purpose  of  the  composi- 
tion. 

Here  is  an  excellent  opportunity  to  bring  the  pupils 
to  the  correct  view  of  the  relation  thought  and  lang-uage 
bear  to  each  other;  and  this,  well  understood,  would  com- 
pletely do  away  with  "wordy"  compositions,  and  would 
serve  as  an  excellent  foundation  for  the  work  in  grammar 
which  is  to  follow. 

About  ten  compositions  can  be  written  during  the  first 
term's  work,  and  one  w^ill  be  written  each  month  during 
the  remainder  of  the  seventh  and  during  the  eighth  year. 
The  monthly  compositions  wall  not  require  more  than  one 
or  two  recitation  periods,  as  the  pupils  can  prepare  them 


For  the  Seventh  Grade.  Ill 

and  have  them  ready  to  read  before  the  teacher  needs  to 
give  special  time  to  them. 

The  subjects  and  materials  for  composition  will  come 
largely  from  the  other  branches  of  study,  or  they  will  be 
suggested  by  points  in  their  other  lessons. 

The  Grammar  Work. 
The  first  month's  work  in  grammar  aims  to  take  the 
pupil  up  two  steps  of  the  grammar  stairs: — to  give  him  a 
clear  insight  into  the  nature  and  essential  elements  of  the 
sentence,  and  to  lead  him  to  distinguish  sentences  as  sim- 
ple, complex,  and  compound.  Both  of  these  points  grow 
directly  out  of  an  understanding  of  a  thought  process  and 
its  three  necessary  ideas.  A  thought  is  the  unit  of  think- 
ing. The  mind  has  no  "sense"  unless  it  has  a  complete 
thought.  The  process  that  the  mind  goes  through  with  in 
thinking  a  thought,  we  call  a  thought  process.  In  every 
thought  process  there  are  three  ideas, — the  idea  of  an  ob- 
ject, the  idea  of  an  attribute,  and  the  idea  of  whether  the 
attribute  belongs  to  the  object.  This  will  be  seen  by  the 
pupil  when  he  has  examined  a  number  of  thoughts  care- 
fully under  the  supervision  of  the  teacher.  He  should 
have  a  large  number  and  a  great  variety  to  generalize 
from.  He  should  try  to  see  if  he  can  think  one  in  which 
it  is  not  true,  and  everything  necessar}^  should  be  done  to 
make  the  point  a  sure  one. 

A  sentence  is  the  expression  of  a  thought.  When  we 
express  a  thought,  we  have  three  ideas  that  must  be 
expressed.  There  must  be  a  language  form  to  express  the 
idea  of  the  object,  one  to  express  the  idea  of  the  attribute, 
and  something  to  express  the  idea  of  the  relation  between 
them.  So  every  sentence  will  have  three  elements,  its 
subject,  its  predicate,  its  copula.  The  subject,  predicate, 
and  copula  should  be  defined  on  the  basis  of  special  func- 
tion in    expressing    the    thought.     The   point  should  be 


112  Course  of  Study 

made  that  some  times  the  same  languag-e  form  may 
express  both  attribute  and  relation,  therefore  ma}-  be 
both  predicate  and  copula.  Sufficient  drill  should  be  given 
in  finding  the  three  elements  in  sentences  to  make  the 
pupils  ready  and  accurate  in  recognizing  them. 

A  thought  is  simple  when  it  consists  of  a  single  thought 
process.  It  is  complex  when  it  consists  of  two  or  more 
unequal  thought  processes.  It  is  compound  when  it  con- 
sists of  two  or  more  equal  thought  processes.  Knowing 
what  a  thought  process  is,  it  will  be  quite  eas}'  for  the  pu- 
pil to  see  that  there  are  two  or  more  in  certain  thoughts 
that  he  examines.  And,  of  course,  if  he  understands  sim- 
ple, complex,  and  compound  thoughts,  he  will  see  the  ne- 
cessity for  clauses  of  equal  and  unequal  importance  in 
sentences,  and  consequently  have  a  working  knowledge  of 
the  corresponding  classes  of  sentences. 

We  try  to  approach  an  understanding  of  all  language 
forms  by  examining  the  thought  forms  that  necessitate 
them.  When  the  pupil  sees  a  real  demand  for  something 
that  will  express  the  idea  of  an  object,  the  substantive 
language  form  has  a  value  to  him  and  therefore  he  does 
not  forget  about  it.  It  has  a  work  to  do,  and  seems  a  use- 
ful, almost  a  live,  thing  to  him. 

There  are  only  three  things  in  the  world — objects,  attri- 
butes, and  relations.  Every  thing  is  one  of  these  three. 
Consequently  we  have  only  three  kinds  of  ideas — ideas  of 
objects,  of  attributes,  and  of  relations.  What  is  an  ob- 
ject? One  of  the  first  duties  of  the  teacher  is  to  wipe  out 
the  erroneous  impression  that  only  those  things  are  ob- 
jects that  can  be  perceived  by  the  five  senses.  If  that 
were  true,  then  all  objects  would  be  physical  and  a  large 
number  of  our  nouns,  such  as  ''opinion,"  "idea,"  "belief," 
"joy,"  "sorrow,"  etc.  are  not  the  names  of  objects.  If  not 
of  objects,  of  what?  Objects  are  both  spiritual  and  phys- 
ical.    Anything  that  the  mind  examines  to  find  attributes 


For  the  Seventh  Grade.  113 

of  is  an  object.  When  the  mind  centers  its  activities  upon 
anj-thing,  that  thing  is  an  object.  The  mind  can  turn  an 
attribute  into  an  object  b}'  giving-  its  attention  to  the  at- 
tribute and  thinking  something  about  it. 

An  attribute  is  a  phase  or  property  of  an  object.  It 
has  no  individual  existence  of  its  own,  but  is  only  there 
for  its  value  to  the  thing  to  which  it  belongs. 

Relation  is  the  connection  between  things.  It  is  what 
makes  the  mind  consider  two  things  together  in  the  same 
thought.  Relations  are  of  many  varieties— time,  place, 
cause,  similarity,  relation  of  attribute  to  object,  etc. 

Lively  drills  should  be  given  in  recognizing  objects  of 
all  kinds,  attributes  of  all  kinds,  and  relations  of  all 
kinds. 

We  think  about  objects  and  therefore  need  language 
forms  to  express  our  ideas  of  them.  Those  language  forms 
are  called  substantive.  The  pupil  should  be  drilled  in 
recognizing  substantives  — not  substantive  words  alone, 
but  phrases  and  clauses.  No  distinction  need  be  made  be- 
tween the  kinds  of  forms. 

Attributives  and  relationals  may  be  approached  in  the 
same  manner.  Words  having  double  functions,  as  the  at- 
tributive verb,  which  expresses  an  attribute  of  action  and 
relation  also,  and  the  relative  pronoun,  should  be  brought 
up  so  that  the  pupil  may  see  that  words  may  express 
two  kinds  of  ideas  and  that  ichat  they  express  determines 
their  classification. 

A  simple  idea  is  a  single  idea;  the  mind  goes  through 
only  one  change  in  thinking  it,  as  the  idea  "red."'  The 
words  "dark  red"  express  an  idea  of  color  but  it  is  not  a 
simple  idea;  the  mind  has  two  simple  ideas  in  thinking  that 
complex  one. 

The  mind  forms  its  simple  ideas  into  groups  which  are 
themselves  either  complex  or  compound  ideas.  Words  ex- 
press simple  ideas,  while  those  language  forms  that  ex- 


114  Cmcrse  of  Study 

press  the  groups  we  call  phrases.  When  we  find  a  thought 
process  within  a  thought  we  use  a  clause  to  express  it. 

Simple  ideas  of  objects  are  expressed  by  substantive 
words.  A  substantive  word  may  name  its  object  or  it  may 
express  it  without  naming  it.  Those  that  name  we  call 
nouns:  those  that  do  not  name,  pronouns.  When  the  mind 
makes  an  attribute  of  action  into  an  object  and  names  it 
we  call  the  name  an  infinitive. 

When  a  simple  idea  of  an  attribute  needs  expression 
we  use  an  attributive  word.  If  the  attribute  belongs  to 
an  object,  the  word  expressing  it  is  an  adjective  in  its  na- 
ture; if  the  attribute  belongs  to  another  attribute  or  to  a 
relation,  the  word  is  adverbial  in  its  nature.  The  adjec- 
tive, the  attributive  verb,  the  participle,  and  the  inter- 
jection are  adjective  attributives. 

The  adjective  expresses  the  attribute  but  cannot  relate 
it  to  the  object; — it  is  purely  attributive.  The  attributive 
verb  is  different  from  the  adjective  only  in  having  the 
assertive  or  relational  element.  On  account  of  its  having 
this  copulative  function,  the  attributive  verb  can  never  be 
a  modifier  as  the  adjective  can,  but  will  always  express 
two  of  the  principal  ideas  in  the  thought  process,  that  is, 
it  is  the  predicate  adjective  and  the  verb.  The  participle 
is  the  active  action  adjective.  The  interjection  always 
expresses  the  attribute  of  condition  belonging  to  the  mind 
of  the  author  of  the  sentence. 

The  verb  is  always  the  principal  relational  in  the  sen- 
tence. It  has  for  its  work  the  expressing  of  the  relation 
between  the  object  which  the  subject  expresses  and  the 
predicate  attribute.  "Is"  is  the  pure,  the  t3'pical  verb. 
Whenever  we  find  the  "is"  function  in  a  word,  it  is  a  verb. 
We  see  now  why  "The  verb  is  the  life  of  the  sentence." 
We  cannot  have  a  sentence  without  a  verb,  for  we  can 
have  no  thought  process  without  thinking  the  relation 
between  the  object  and  the  attribute,  and  this  relation  is 


For  the  Seventh  Grade.  11") 

the  meaning  of  the  word  "/s."  The  preposition  expresses 
relation  of  time,  place,  purpose,  etc.,  between  unequal 
ideas.  It  is  always  found  in  a  phrase,  which  phrase  ex- 
presses an  attribute  belonging"  to  the  thing  expressed  by 
the  word  that  the  phrase  modifies.  The  conjunction  ex- 
presses the  relation  between  equal  ideas  or  thought  pro- 
cesses.    It  shades  off  into  the  preposition. 

A  phrase  is  a  group  of  words  expressing  a  group  of 
ideas;  or,  we  might  saj'.  expressing  a  complex  or  compound 
idea.  Phrases,  like  words,  are  of  three  kinds;— those  ex- 
pressing ideas  of  objects,  those  expressing  ideas  of  attri- 
butes, and  those  expressing  ideas  of  relation.  Substantive 
phrases  may  be  noun,  pronoun,  or  infinitive  phrases,  accord- 
ing to  the  functions  the}^  perform.  Clausal  phrases  are 
usuall)'  substantive,  though  they  may  express  an  attribute 
of  cause  or  reason  about  a  verbal  relation.  A  clausal 
phrase  expresses  a  thought  process,  but  slights  the  rela- 
tion either  by  not  expressing  it  at  all  or  by  using  a  par- 
ticiple or  an  infinitive  instead  of  a  verb.  It  is  just  like  a 
clause,  except  that  the  clause  expresses  its  relation  with 
a  verb:  hence  its  name.  Attributive  phrases  have  the 
same  classification  as  attributive  words. 

The  so-called  prepositional  phrase  is  not  really  prepo- 
sitional, but  is  always  attributive,  either  adjective  or  ad- 
verbial. The  most  important  relational  phrase  is  the 
copulative  or  verbal  phrase,  which  expresses  the  princi- 
pal relation  in  the  thought.  Its  principal  word  is  always 
the  verb,  which  may  be  modified  by  adverbs  of  negation, 
time,  or  cause.  The  real  prepositional  phrase  is  purely  re- 
lational. Its  principal  word  is  a  preposition  whose  relation 
is  modified  by  an  attribute  expressed  by  an  adverb,  as, 
"nearlj"  to,"  "almost  across."  just  beyond,"  etc. 

So  long  as  only  words  and  simple  ideas  are  discussed,  no 
questions  as  to  modification  and  modifiers  will  arise.  But 
a  study  of  phrases  reveals  principal  and  subordinate  ele- 


116  Course  of  Study 

ments.  All  the  words  within  the  group  are  not  of  equal 
value  in  expressing  the  complex  idea.  Some  words  belong 
to  other  words;  they  are  there  simplj^  to  help  the  other 
words  express  a  definite  idea.  Considerable  drill  needs  to 
be  g'iven  in  distinguishing"  the  different  kinds  of  modifiers. 

Clauses  are  old  friends  of  the  pui3il.  He  had  them  in 
connection  with  complex  and  compound  sentences  and  he 
has  met  with  them  off  and  on  ever  since.  The  only  new 
point  is  the  classification  on  the  basis  of  content  into  sub- 
stantive and  attributive.  Attributive  clauses  are  either 
adjective  or  adverbial.  The  pupil  has  ample  basis  for 
making-  this  classification. 

By  analyzing-  a  classic  selection  we  mean  examining  it 
to  see  what  language  forms  the  author  uses  to  express 
his  thoug-ht.  The  analysis  should  not  be  all  formal  or  me- 
chanical. 

Arithmetic. 

The  arithmetic  work  of  the  seventh  g-rade  will  consist 
of  a  review  in  the  fall  term  and  of  a  careful  study  of  per- 
centag-e  during-  the  rest  of  the  year.  The  lack  of  efficiency 
and  thoroug-hness  in  arithmetic  make  it  necessary  to 
repeat  work  several  times  in  order  to  secure  a  reasonable 
mastery.  Let  the  teacher  in  the  seventh  grade  make  a 
study  of  Cook's  Methods  in  written  arithmetic  and  learn 
the  sug-g-estions,  forms  of  board  work  in  classes,  methods 
of  testing-,  devices  for  securing-  thoug-ht  rather  than  me- 
chanical effort,  accuracy  of  lang-uag-e  and  clear  explana- 
tion. Let  the  teacher  have  a  clear  aim  in  every  lesson 
and  push  steadily  toward  it.  More  time  is  wasted  in 
arithmetic  than  would  be  needed  in  mastering-  it.  Be 
clear  and  pointed  in  illustration,  question,  and  require- 
ment. Throw  children  upon  their  own  thought  power 
after  g-iving-  them  the  direction  and  materials  of  thought. 


For  the  Sir<nth  (jmde.  117 

First  Term.    Fall. 

Review  the  elements  of  arithmetic,  give  plenty  of  oral 
drills.  Take  common  and  decimal  fractions,  compound 
numbers,  and  tests  of  divisibility.  Complete  the  review 
up  to  percentage. 

The  following-  plan  and  sugg-estions  for  teaching  per- 
centage in  the  winter  and  spring  term  of  seventh  grade 
are  worked  out  by  Mr.  J.  A.  Keith,  of  the  Normal  School. 
The  text  used  in  the  class  is  Cook  and  Cropsey's  Advanced 
Arithmetic.  But  a  great  variety  of  oral  problems,  espec- 
ially simple  applications  to  familiar  measures  and  objects 
are  made  up  by  the  teacher  for  each  class.  Many  other 
written  problems  are  also  needed  beyond  what  the  book 
furnishes.  Any  such  plan  as  is  here  outlined  is  necessarily 
fragme^tar3^ 

Percentage. 
General  Plan. 

1.  Object,  or  unit  of  thought. 

((6).  Any  quantity  or  number  (measure  of  material  or 
thought  quantity)  may  be  considered  as  consisting  of  one 
hundred  equal  parts,  commensurable  or  incommensurable. 

(6).  Any  quantity  or  number  may  be  compared  with 
any  like  quantity  or  number  to  find  (1)  what  part  the  first 
is  of  the  second,  (2)  how  many  times  the  first  the  second 
is.  In  each  case  the  relation  is  a  ratio,  and  may  be  ex- 
pressed by  making  the  consequent  100.  The  first  number 
thus  becomes  some  number  of  hundredths  of  the  second. 

(c).  Any  quantity  or  number  may  be  considered  as  some 
number  of  hundredths  of  a  quantity  or  number  to  be 
found. 

Hence,  three  cases  or  problems  in  percentage  arise: 

1.  To  find  any  per  cent  of  any  quantity  or  number. 

2.  To  find  what  per  cent  one  quantity  or  number  is  of  a 
like  quantity  or  number. 


118  Course  of  Study 

3.  To  find  a  quantit}'  or  number  some  per  cent  of  which 
is  given. 

In  (1)  a  two-fold  process  is  implied — «,  finding  one  per 
cent  of  the  given  number;  b,  multiplying  this  result  by 
the  given  per  cent.     This  should  present  no  difficulty. 

In  (2)  we  find  what  part  the  first  is  of  the  second  and 
express  it  as  a  fraction.  Reduce  this  fraction  to  hun- 
dredths. The  number  of  hundredths  is  the  number  of  per 
cent  which  the  first  is  of  the  second.  Another  method 
is  to  find  one  per  cent  of  the  second  number  and  divide 
the  first  by  it. 

In  (3)  we  have  to  find  one  per  cent  of  the  required 
number  by  division,  and  multiply  this  result  by  100. 

The  pupils  are  supposed  to  be  familiar  with  all  the  tech- 
nical work  here  outlined.  If  any  review  of  elementary 
arithmetic  be  necessar\^,  it  should  be  conducted  with  an 
eye  single  to  the  percentage  relations.  The  only  new  fact 
is:  an}^  quantit}^  or  number  is  made  wp  of  one  hundred 
equal  parts.  The  difficult  task  is  to  understand  the  rela- 
tions of  this  fact  to  the  whole  body  of  arithmetical  knowl- 
edge previously  acquired— to  comprehend  the  complex 
relations  produced  by  this  one  fact. 

II.  Tlieaim:  (a)  To  understand  the  percentage  relations: 
(5)  to  express  these  relations  in  truthful  language;  (c)  to 
acquire  facility  in  solution  of  problems. 

III.  Ste2:)S  by  which  the  aim  is  to  be  realized. 

(  1.  Concrete  quantitative  illustrations, 
(a)  Thinking.  -|  2.  Concrete  number  illustrations. 

(  3.  Absolute  relations, 
p.  With  objects. 
/7^n  •    rr   '  ^'  With  thought  objects  (concrete  numbers), 
{0)  uomg.  -,  3^  ^^.^j^  numlDer  relations. 

L4.  Drill. 


For  the  Seventh  GrcuU'.  119 

SPECIAL  PLANS.      CASE  II. 
I. 

I.  Aim:  (1)  To  teach  that  any  object  may  be  considered 
as  made  up  of  one  hundred  equal  parts.  (2)  What  these 
equal  parts  are  called.  (3)  How  any  number  of  these  equal 
parts  may  be  expressed. 

II.  Mrthod:  An  apple  will  be  presented  to  the  class:  it 
will  be  cut  into  halves,  fourths,  and  eighths.  The  pupils 
will  be  required  to  tell  what  part  of  the  apple,  peeling-, 
meat,  juice,  etc.,  is  presented  each  time.  The  pupils  will 
be  told  that  the  apple  and  each  element  of  the  apple  is 
made  up  of  one  hundred  equal  parts.  Each  of  these  parts  is 
what  part  of  the  w^hole?  The  fractional  parts  of  the  apple 
will  be  presented  again,  and  questions  regarding-  the  num- 
ber of  hundredths  of  the  apple,  peeling,  meat,  juice,  etc., 
in  each  part  will  be  asked. 

III.  These  facts  and  statements  will  be  give. 

1.  Per  cent  means  by  the  hundred.  Six  per  cent  means 
six  hundredths.     (6^100=t^^.) 

2.  Per  cent  may  be  expressed  in  four  ways,  viz. : 

1.  Words — Ten  per  cent. 

2.  Sign— 6  %,  six  %. 

3.  Common  fraction — j§^. 

4.  Decimal  fraction— .06. 

Pupils  will  be  required  to  express,  in  these  four  ways, 
the  parts  of  apple,  peeling,  etc.,  presented  them  as  percent 
of  apple,  peeling,  etc. 

[A  meter  stick  may  be  used  to  good  advantage  in  devel- 
oping the  points  in  this  lesson.] 

IV.  Assignment  for  second  lesson. 

Four  equivalent  circles  will  be  drawn  upon  the  board, 
divided  into  parts  of  various  sizes,  and  lettered.  Questions 
relating  to  these  areas  will  be  put  on  the  board.  A=-i 
circle.  B=i  circle.  B  :  A?  B  is  w^hat  per  cent  of  A? 
A  :  B?     A  is  what  per  cent  of  B? 


120 


Course  of  Study 


II. 

I.  Oral  review  of  3'esterday"s  work. 

II.  Have  pupils  read  results  of  their  home  work,  point- 
ing- out  the  areas  compared. 

III.  Advance  aim:  To  find  the  per  cent  relations  exist- 
ing between  some  measures  of  length. 

IV.  Method:  A  foot  ruler  divided  into  inches  will  be 
used.  Questions  illustrating  inetliod:  (1)  1  in.  :  1  ft.V  (2)  I 
in.  is  hov/  many  hundredths  of  1  ft.?  (3)  1  in.  is  how  many 
per  cent  of  1  ft.?  Take  many  concrete  problems  of  this 
kind,  for  you  can  get  the  entire  class  to  think.  Make  up 
a  list  and  solve  them  yourself.  Keep  away  from  the  text- 
books  awhile.  We  take  up  this  case  of  percentage  first, 
because  it  seems  logical  that  the  child  should  pass  from 
decimals  and  measure  to  their  combined  application. 

Any  teacher  can  state  aims  for  the  subsequent  work. 
Review  compound  numbers  in  this  way.  Do  not  fear  to  be 
original  in  devices.  Pupils  do  not  acquire  the  new  hahit 
implied  in  this  work  very  readily.  Do  not  forget  that  the 
first  number  is  some  part  of  the  second.  Be  sure  that 
pupils  see  this  relation.  A  week  or  more  spent  on  this  kind 
of  work  is  very  profitably  spent.  Insist  on  accuracy. 
Change  the  problems  by  putting  the  second  number  in 
place  of  the  first.  If  pupils  do  not  already  know  it,  teach 
that  a  fraction  may  mean  one  of  two  things.  Ex.— | 
means  (1)  five  of  the  six  equal  parts  into  which  a  unit  is 
divided;  (2)  one-sixth  of  five  units. 

PLAN  III.      CASE  I. 

I.  Aim:  To  find  27  per  cent  of  the  volume  of  a  solid  8  in. 
long,  4  in.  wide,  and  4  in.  thick. 

II.  Method:  The  class  will  find  the  volume  in  cu.  in.  of 
the  solid  presented.  You  are  to  find  what  part  of  the  vol- 
ume of  this  solid?  "27  per  cent."  Express  this  part  as 
hundredths  of   the   volume  of  the   solid.     ■''27  hundredtlis/' 


For  the  iScvcnth  Grade.  121 

How  will  3-ou  proceed  to  find  27  per  cent  of  the  volume  of 
this  solid?  Now  find  13  per  cent,  19  per  cent,  47  per  cent, 
53  per  cent,  79  per  cent,  etc.,  of  the  volume  of  the  solid. 
The  meter-stick  will  be  used  in  developing-  the  quantita- 
tive phase  of  this  work. 

The  following-  will  be  the  form  of  the  work: 
27  per  cent  of  128  cu.  in.  =  f 

1  per  cent  of  128  cu   in.  =  1.2S  cu.  in. 
27  per  cent  of  128  cu.  in.  =  27x1.28  cu.  in. 

27x1.28  cu.  in.  =  34.56  cu.  in. 
.•.  27  per  cent  of  128  cu.  in.  =  34.50  cu.  in. 
Teach  the  pupil  to  see  the   following-  analysis  in   the 
form  above.     Teach  the  analysis  orally. 

I  am  recjuired  to  find  27  per  cent  of  128  cu.  in.;  1  per 
cent  of  128  cu.  in.  is  1.28  cu.  in.;  27  per  cent  of  128  cu.  in. 
is  27  times  1.28  cu.  in.;  27  times  1.28  cu.  in.  is  34.56  cu.  in. 
Therefore,  27  per  cent  of  128  cu.  in.  is  34.56  cu.  in. 

Give  man}'  problems  in  compound  numbers.  Spend  sev- 
eral days  on  this  work,  and  give  apperception  a  chance  to 
fulfill  its  divine  mission  before  taking  up  another  case. 

PLAN   IV. 

I.  Aim:  To  find  |  per  cent  of  the  length  of  this  window 
stick. 

II.  Method:  The  pupils  have  used  this  stick  in  measur- 
ing- walks,  streets,  fences,  etc.  The  length  of  the  stick  is 
6  ft.  8  in.  I  per  cent  means  f  of  1  per  cent.  What  part 
of  the  length  of  this  stick  are  we  to  find?  "f  of  1  per  cent 
of  the  length  of  the  stick."  What  is  the  first  thing  you 
will  do?,  "Find  1  per  cent  of  the  length  of  the  stick." 
How  will  you  find  this?  "Reduce  the  length  to  inches,  and 
find  x^  of  this  number  of  inches."  "One  per  cent  of  the 
length  of  the  stick  is  .8  in."  We  are  to  find  what?  "|  of 
1  per  cent  of  length  of  the  stick." 

Solve  this  and  then  take  a  longer  distance,  as  the 
length  of  the  school-room,  and  proceed  in  a  similiar  way. 


122  Course  of  Study 

Give  many  oral  problems,  seven  or  eight  minutes  each 
day.  Pupils  should  be  able  to  handle  fractions  readily. 
Problems  given  by  the  teacher  have  a  freshness  and 
flavor  not  found  in  the  book. 

PLAN  V.      CASE  III. 

I.  Aim:  To  find  the  width  of  a  street  13  per  cent  of 
whose  width  is  7  ft.  9.6  in. 

II.  Method:  Pupils  repeat  the  aim.  What  fact  is  stated? 
"13  per  cent  of  the  width  of  the  street  is  7  ft.  9.6  in.'' 
What  are  you  required  to  find?  "The  width  of  the  street." 
Place  the  fact  on  the  board.  The  width  of  the  street  may 
be  thought  of  as  made  up  of  how  many  equal  parts?  "One 
hundred."  Do  you  know  the  width  of  the  street?  "No." 
What  do  you  know  about  the  width  6f  the  street?  "13 
hundredths  of  the  width  of  the  street  is  7  ft.  9.6  in." 
How  many  hundredths  of  the  width  of  the  street  are  you 
required  to  find?  "One  hundred-ZwrncZrecZ^/iS."  How  will  you 
proceed?  "Find  one  one-hundredth  of  the  width  of  the 
street  and  multiply  this  by  100."  Put  the  work  on  the 
board  in  the  following  form: 

7  ft.  9.6  in.  is  13  per  cent  of  how  wide  a  street? 

13  per  cent  of  the  width  of  the  street  is  7  ft.  9.6  in.,  or 
93.6  in. 

1  per  cent  of  the  width  of  the  street  is  y^  of  93.6  in. 
which  is  7.2  in. 

100  per  cent  of  the  width  of  the  street  is  100  times  7.2 
in.,  which  is  720  in.     720  in.  is  60  ft. 

Therefore, 7  ft.  9.6  in.  is  13  per  cent  of  a  street  60  ft.  wide. 

The  pupil  will  be  weak  for  a  while  in  this  work.  Make 
many  problems  for  him.  Keep  him  in  the  realm  of  sense 
experience  until  he  comprehends  the  princijjle  involved. 

PLAN   VI. 

I.  Aim:  To  think  out  the  following: — $.861  (eighty-six 
cents  four  mills)  is  20  per  cent  more  than  what  compound 
number? 


For  the  Seventh  Grade.  123 

II.  Method:  What  fact  is  stated?  "$.864  is  20  per  cent 
more  than  some  number."'  Is  $.864  g^reater  or  less  than  the 
required  number?  "Greater."'  How  much  greater?  "20 
per  cent  greater."  The  required  number  is  thought  of  as 
being  made  up  of  one  hundred  equal  parts.  The  given 
number  is  how  many  hundredths  of  the  required  num- 
ber? "The  given  number  is  one  hundred  twenty-hun- 
dredths  of  the  required  number."  Find  one  one-hundredth 
of  the  required  number  (y|^  of  $.864  =  $.0072).  Find  one 
hundred  hundredths  of  the  required  number  (100x$.0072= 
$.72).     $.864  is  20  per  cent  more  than  $.72. 

PLAN   VII. 

I.  Aim:  To  think  out  the  following:  $72.  is  20  per  cent 
less  than  what  number  of  dollars? 

II.  Method:  What  fact  is  stated?  "$72.  is  20  per  cent 
less  than  some  number."'  The  required  number  is  com- 
posed of  how^  many  equal  parts?  "One  hundred."  Of  how 
m3.ny  hundredths^  "One  hundred  hundredths.''^  The  given 
number  is  how  many  hundredths  of  the  required  number? 
"The  given  number  is  eightj^-hundredths  of  the  required 
number."  Find  one  one-hundredth  of  the  required  num- 
ber (^V  of  $72.=$.90).  Find  one  hundred-hundredths  of  the 
required  number  (100x$.90=$90.) 

We  have  not  gathered  up  the  statements,  rules,  and 
definitions  as  they  have  been  given  or  developed.  The 
only  new  fact,  viz.:  any  quantity  or  number  is  made  up  of 
one  hundred  equal  parts,  is  taught  upon  the  authority  of 
the  teacher.  The  fact  has  been  illustrated,  but  not  proved. 
It  stands  for  3.  mode  of  thourjht  into  which  the  child  must 
grow.  These  plans  have  been  written  and  followed  in 
class  with  the  following  aims:  1.  To  exhibit  the  applica- 
tion of  the  formal  steps  (preparation,  presentation,  com- 
parison, generalization,  and  application),  2.  To  set  up  for 
the  teacher  a  clearly  defined  object  of  thought.     3.  To 


124  Course  of  Stuclij 

have  a  clear,  definite,  and  realizable  aim  for  pupils  and 
teacher  in  teaching  the  thought  processes  involved,  -i.  To 
realize  the  aim  by  steps  in  a  logical  sequence. 

These  plans  are  not  stereot3'ped  copies  of  class  work. 
The}^  are  rather  sign-boards  indicating  the  way  we  passed 
and  the  method.  The  ''applications  of  percentage"  must 
be  taught  from  the  standpoint  of  the  child's  interest  or  he 
will  not  make  the  application. 

Natural  Science. 

The  natural  science  lessons  of  seventh  grade  come  on 
alternate  days,  and  are  mainly  oral  discussions,  for  which 
the  teacher  must  fully  prepare  himself.  It  is  not  expected, 
however,  that  the  teacher  will  do  the  work  and  the  pupils 
easily  accept  the  fruits  of  it.  Close  attention  in  the  class- 
room, frequent  reproductions,  both  oral  and  written,  a 
neat  and  orderl}^  note-book  with  an  abbreviated  record  of 
all  the  topics  treated,  certain  reference  work  prepared 
out  of  class, — these  are  some  of  the  necessary  duties  of 
pupils. 

First  Term.    Fall. 

The  heart  and  organs  of  circulation.  Their  relation  to 
other  internal  -organs.  The  effects  of  alcohol  upon  the 
organs  of  circulation.  The  previous  study  of  the  internal 
organs  of  animals  will  be  serviceable  and  should  be  called 
to  mind. 

The  lungs  and  breathing  of  animals.  In  the  main,  it  is 
a  study  of  human  physiology,  but  the  different  modes  of 
breathing  in  animals  should  be  discussed. 

The  digestive  organs  in  man  and  in  animals.  The  prac- 
tical phases  of  the  subject  should  be  discussed  before  leav- 
ing it;  the  hygiene  of  eating  and  of  foods,  and  the  effects 
of  alcohol  should  be  noted. 

The  nervous  system,  its  relation  to  other  organs  and  to 
the  whole  body. 


For  the  Serenlh  Grade.  125 

Second  Term.    Winter. 

Pliysical  Geography. — The  relief  forms  of  the  continents, 
as  mountains,  table  lands,  plains,  etc. 

The  ocean  currents,  trade  winds,  rains,  etc. 

The  distribution  of  plant  and  animal  life  on  the  globe. 
The  climatic  zones,  isothermal  lines,  etc. 

The  races  of  man,  their  characteristics  and  distribu- 
tion. See  the  relations  of  these  topics  to  the  regular 
geography. 

Third  Term.    Spring. 

Botany  and  Zoology.— The  processes  of  growth,  develop- 
ment, and  seed-production  in  the  vegetable  world,  illus- 
trated in  two  01  three  types,  as  the  elm  tree,  corn  plant, 
etc.,  and  by  reviews  of  previous  studies. 

The  leading  classes  of  the  vegetable  kingdom. 

The  processes  of  growth  and  development  in  animal 
life.  Life  history  of  the  horse,  spider,  etc.  Reviews  and 
comparisons.  The  chief  groups  or  classes  of  the  animal 
kingdom. 

The  chief  classes  of  the  mineral  kingdom. 

Use  any  good  text-books  in  botan}',  zoology,  physical 
geography,  physiology,  and  geology. 

Some  of  the  books  to  be  used  are  as  follows:  Guyot's 
Earth  and  Man;  Parker's  How  to  Teach  Geography;  Sci- 
ence for  All,  in  four  volumes;  Gray's  Botany;  The  Hygienic 
Physiology;  Newell's  Botany  Reader;  Comparative  Zoology 
(Orton),  and  the  science  primers. 

Writing. 

The  plan  for  Avriting  outlined  by  Mr.  Gavins  will 
be  carried  out  in  the  seventh  and  eighth  grades.  The  sys- 
tem of  vertical  writing  will  be  taught  and  practiced  in  the 
writing  classes  and  in  all  written  work  of  the  school.  The 
work  will  be  made  careful  and  efficient  and  children  will  be 


126  Course  of  Study 

excused  entirelj-  from  the  writing-  drill  as  soon  as  their 
work  is  satisfactory.  They  should  return  to  it  whenever 
their  usual  written  work  shows  serious  defects. 

Spelling. 

Written  spelling-  exercises  are  conducted  daily.  Let 
spelling-  teachers  be  clear  and  definite  in  their  assig-n- 
ments,  in  pronouncing-,  and  in  requiring  neat  and  satisfac- 
tory results.  Spelling-  correctors  should  not  allow  errors  to 
pass  uncorrected.  The  spelling-  lessons  are  taken  mainly 
from  the  reg-ular  lessons  in  other  subjects.  Secure  an  in- 
tellig-ent  use  of  the  dictionary. 

Music — same  as  in  eighth  grade. 


For  the  Eighth  Grack.  127 


Eighth   Grade, 


The  history  and  literature  of  this  grade  will  allow  the 
pupils  to  make  a  somewhat  full  acquaintance  with  some 
of  the  great  representative  characters  of  American  history 
during  this  century,  and  with  a  number  of  longer  and 
shorter  masterpieces  of  great  authors  both  in  this  country 
and  in  England.  A  deep  and  lasting  respect  for  the  ideals 
of  our  civilization  can  be  absorbed  best  from  this  literature. 
The  biographical  element  in  both  the  literature  and  history 
should  be  made  attractive  and  instructive.  The  composi- 
tion and  grammar  may  be  brought  into  a  valuable  con- 
nection with  the  literature  and  both  will  be  helped.  Both 
grammar  and  arithmetic  will  be  brought  to  completion  so 
far  as  it  is  possible  in  the  grammar  school  course. 

Reading. 

First  Term.    Fall. 

Vision  of  Sir  Launfal  (Houghton,  Mifflin  &  Co.) 

Burke's  American  Orations  (D.  C.  Heath  &  Co.) 

Selections  from  Ruskin  (Ginn  &  Co.) 

For  sight  and  home  reading.  The  Vicar  of  Wakefield 
and  Plutarch's  Lives.  Memorize  choice  parts  from  the 
regular  reading,  and  short  poems  from  Open  Sesame,  Vol. 
Ill,  and  Heart  of  Oak,  No.  V. 

Study  the  Special  Method  in  Reading.  Let  the  teacher 
make  as  extensive  acquaintance  as  time  permits  with  all 
the  literature  and  history  recommended  for  this   grade. 


128  Course  of  Study 

Encourage  children  in  home  reading-  and  talk  with  them, 
recommending  suitable  books.  Get  a  full  amount  of  ex- 
pressive oral  reading. 

Second  Term.    Winter. 

Merchant  of  Venice.     Am.  Book  Co.     Ginn  &  Co. 

Roger  de  Coverly  Papers.  Am.  Book  Co.  Houghton, 
Mifflin  &  Co. 

Emerson's  Fortune  of  the  Republic.  Houghton,  Miff- 
lin &  Co. 

Webster's  Reply  to  Hayne.     Maynard,  Merrill  &  Co. 

For  sight  and  home  reading,  Bacon's  Essays  and  Plu- 
tarch's Lives.  Compare  poems,  speeches,  and  other  mas- 
terpieces of  literature.  The  purpose  of  the  reading  of 
classics  in  all  these  grades  is  not  criticism,  but  apprecia- 
tion. After  children  have  read  and,  in  a  measure,  under- 
stood a  number  of  the  best  classics,  they  may  begin  to 
compare  and  even  to  form  critical  judgments.  But  our 
aim  is  chiefl}^  to  give  children  strong  impressions  from  the 
best  writers.  Let  them  first  learn  to  enjo}"  and  appre- 
ciate classics. 

Third  Term.    Spring. 

Scott's  Marmion.  Ginn  &  Co.  Houghton,  Mifflin  &  Co. 
Maynard,  Merrill  &  Co. 

Julius  Caisar.     Am.  Book  Co. 

Lincoln's  Gettysburg  Speech,  etc.  Houghton,  Mifflin 
&Co. 

For  sight  and  home  reading  use  Words  of  Lincoln,  Ras- 
selas,  and  Lady  of  the  Lake. 

Study  into  the  biographies  of  the  chief  writers,  not  to 
gather  a  few  facts,  but  to  understand  the  life  and  spirit 
and  character  of  their  efforts  and  work.  The  library  fur- 
nishes good  material  for  references.  Connect  with  the 
history,  geography,  and  language. 


For  the  Eighth  Grade.  129 

History. 

The  history  for  this  grade  will  be  the  fuller  study  of  a 
few  important  topics  during-  the  period  of  the  constitu- 
tion. Not  all  the  important  topics  can  be  profitably  stud- 
ied, as  some  are  too  difficult. 

The   work  will    be    partly  oral    presentation    by   the 
teacher,  and  partly  reference-reporting-  by  pupils. 
First  Term.    Fall. 

Hamilton's  plan  and  work  in  launching  the  financial 
system  of  our  g-overnment. 

The  rise  and  influence  of  political  parties  up  to  Jack- 
son's time. 

Growth  in  territory. 

Internal  improvement. 

Causes  and  results  of  the  w^ar  of  1812. 

The  life  of  John  Quincy  Adams. 

Webster-Calhoun  and  nullification. 

The  wars  should  not  be  studied  in  detail  as  time  is  lack- 
ing-.    At  most,  the  principal  campaign  should  be  studied. 
Second  Term.     Winter. 

History  and  extension  of  slavery.  The  Mexican  War. 
Leading-  inventions  and  inventors.  Immigration.  The 
life  of  Daniel  Webster.  The  history  of  political  parties 
to  the  Civil  War.  Study  carefully  the  plan  of  work  out- 
lined in  the  Special  Method  in  Literature  and  History  for 
eighth  grade. 

In  all  important  topics  trace  out  causal  relations  and 
see  the  significance  of  the  more  important  men  and  ideas. 
Third  Term.    Spring. 

The  leading  campaigns  of  the  Civil  War.  Civil  Service 
Reform.  Growth  of  the  country  since  the  war.  The  three 
departments  of  our  g-overnment.  The  life  of  Lincoln. 
The  recent  history  of  political  parties.  The  leading-  ques- 
tions still  unsettled.     The  books  of  reference,  biography, 


130  Course  of  Study 

etc.,  maybe  found  indicated  in  the  Special  Method  in  Lit- 
erature and  History. 

Grammar. 
The  following-  outline  is  a  continuation  of  the  plan  of 
work  begin  in  seventh  grade  by  Miss  Kate  Mavity. 

First  Term.    Fall. 

First  Month.^a.  The  Noun.  Infinitive  located,  h.  One 
composition. 

Second  Month.— a.  The  Infinitive,     h.  One  composition. 
Third  Month,  —a.  The  Pronoun,     h.  One  composition. 

Second  Term.    Winter. 

First  Month.— a.  The  Adjective,  h.  Attributive  verb. 
Participle  located,     c.  One  composition. 

Second  Month.— a.  The  Participle,  h.  The  Interjection, 
c.  The  Adverb,     d.  One  composition. 

Third  Month.— a.  The  Verb.     b.  One  composition. 

Third  Term.    Spring. 

First  Month.— a.  Finish  Verb.  h.  The  Preposition,  c. 
One  composition. 

Second  Month.— a.The  Conjunction,  b.  Review  of  Phrases 
and  Clauses,     c.  One  composition. 

Third  Month.— a.  A  classic  selection  disposed  of  from 
the  standpoints  of  Grammar  and  Composition,  b.  One 
composition. 

The  eighth  year's  work  is  distinctively  a  study  of  the 
parts  of  speech.  In  his  seventh  year's  work  the  pupil  has 
been  introduced  to  the  functions  of  the  sentence  and  its 
different  parts,  and  now  he  is  ready  to  make  up  the  classi- 
fication and  inflection  of  words.  The  work  to  be  done  is 
substantially  that  found  in  the  following  outline: 

I.    THE   PARTS   OP   SPEECH. 

1.  Sidjstantive. 
a.  Noun.—l  (1).  Nature.     2  (1).  Classes,     a  (1).  On  basis 
of  whether  an  individual  or  a  general  idea  is  expressed. 


For  the  Ek/hth  Grade.  131 

1  (2).  Proper,  a.  (2).  Nature,  h  (2).  When  used.  2  (2). 
Common,  a  (2).  Classes.  1  (3).  On  basis  of  whether  the 
object  is  a  natural  object  or  one  made  out  of  an  attribute. 
a  (2).  Concrete.  1  (4).  Nature.  2  (4).  Classes,  a  (4). 
Unit  noun.  ^  (4).  Multiple  noun.  6(3).  Abstract.  1  (4). 
Nature.  2  (4).  Classes,  a  (4).  On  basis  of  kind  of  attri- 
bute named.  1  (5).  Quality  noun.  2  (5).  Condition  noun. 
3  (5).  Action  noun,  a  (5).  Action  extinct,  h  (5).  Action  ac- 
tive— Infinitive.  3  (1).  Inflection,  or  Self-modification,  a 
(1).  Number.  1  (2).  Demand  for  this  inflection.  2  (2). 
Kinds,  a  2.  Singular.  1  (3).  Nature.  2  (3).  Spelling,  h 
(2).  Plural.  1  (3).  Nature.  2  (3).  Spelling,  h  (1).  Gender. 
1  (2)  Demand  for.  2  (2)  Kinds,  a  (2).  Masculine,  h  (2). 
Feminine,  c  (2).  Common,  d  (2).  Neuter,  c  (1).  Case, 
i  (2).  Demand  for.  2  (2).  Kinds,  a  (2).  Principal  or  Nomi- 
native. 1  (3).  Function.  2  (3).  Kinds,  a  (3).  Subject,  h  (3). 
Predicate,  c  (3).  Oppositive  to  subject  or  predicate,  h 
(2).  Subordinate  cases.  1  (3).  Objective,  a  (3).  Nature,  h 
(3).  Kinds.  1  (4).  Object  of  verb.  2  (4).  Object  of  preposi- 
tion.    2  (3).  Possessive,     a  (3).  Nature— Triple  function. 

h.   r/ie  m^7iiYire.— Needs  separate  treatment.     1(1).  Na- 
ture.   2  (1).  Origin,  from  pure  verb;  from  attributive  verb. 

3  (1).  Classes  on  basis  of  form,  a  (1).  The  root  infinitive, 
1  (2).  Tense  and  voice  forms.  2  (2).  The  word  "to.''  h  (1). 
The  infinite  ending  in  "ing."   1  (2).  Tense  and  voice  forms. 

4  (1).  Uses  in  the  sentence,  a  (1).  Natural  (by  compari- 
son with  nouns),  h  (1).  Exceptional.  1  (2).  Predicate  of 
a  clausal  phrase.  2  (2).  Second  part  of  a  double  predicate. 
5(1).  Modifiers,  c.  The  Pronoun.  1  (1).  Nature.  2  (1). 
Nature-.  2  (1).  Antecedent.  3  (1).  Classes,  a  (1).  Per- 
sonal. 1  (2).  Nature.  2  (2).  Special  inflection,  h  (1). 
Relative.  1  (2).  Double  nature,  c  (1).  Interrogative. 
1  (2).  Nature,  d  (1).  Adjective  pronoun,  h  (1).  Intran- 
sitive. 1  (2).  Nature.  2  (2).  Origin.  2.  Attribute,  a. 
Adjective.     1  (1).  Nature.  2  (1).  Classes  on  basis  of  kind 


132  Course  of  Sticdy 

of  attributes  objects  ma\'  have,  a  (1).  Quality  adjec- 
tives, b  (1).  Condition  adjectives,  c  (1).  Action  adjec- 
tives. 1  (2).  Ordinar}' action  adjectives. 

2  (2).  2'he  Paiiiciple.  cZ  (1).  Numeral  adjectives,  e  (1). 
Place  adjectives.  3  (1).  Inflection,  b.  Attributive  verb. 
1  (1).  Double  nature.  Comparison  with  adjective.  2  (1). 
Kinds,  a  (1).  Transitive.  1  (2).  Inflection  voice. 

(c)  Participle. — 1  (1).  Nature.  2  (2)  Origin,  from  pure 
verb;  from  attributive  verb.  3  (1).  Uses.  (By  comparison 
with  adjectives).    4  (1).  Modifiers. 

(d)  Interjection. — 1  (1)  Nature. 

(e)  Adverb. — 1  (1).  Nature.  2  (1).  Classes  on  basis  of 
kinds  of  attributes  expressed,  a  (1).  Time,  b  (1).  Place, 
c  (1).  Cause.  cZ  (1).  Manner,  e  (1).  Degree.  /(I).  Nega- 
tion.    ^  (1).  Definiteness.     3(1).  Inflection.     3.  Relational. 

(a)  Tlieverb.—l  {!).  Nature.  2(1).  Classes,  a  (1).  The 
pure  verb.  1  (2).  Nature.  2  (2).  Single  function,  b  (1). 
The  attributive  verb.  1  (2).  Nature.  2  (2).  Double  func- 
tion. 3  (1).  Inflections,  a  (1).  Mode.  1  (2).  Defined.  2  (2). 
Classes,  a  (2).  Indicative,  b  (2).  Imperative,  c  (2).  Sub- 
junctive (?).  d  (2).  Potential?),  b  (1).  Tense.  1  (2).  De- 
fined. 2  (2).  Classes,  a  (2).  Present.  1  (3).  Meaning.  2 
(3).  Form,  b  (2).  Present  perfect.  1  (3).  Meaning.  2  (3). 
Form,  c  (2).  Past.  1  (3).  Meaning.  2  (3).  Form,  d  (2). 
Past  perfect.     1  (3).  Meaning.     2  (3).  Form,     e  (2).  Future. 

1  (3).  Meaning.  2(3).  Form.  /  (2).  Future  perfect.  1(3). 
Meaning.      2  (3).  Form,      c  (1).  Number.      1  (2).  Defined. 

2  (2).  Kinds,  a  (2).  Singular,  b  (2).  Plural.  3  (2).  Rela- 
tion to  subject.  c7  (1).  Person.  1  (2).  Defined.  2(2).  Kinds* 
a  (2).  First,  b  (2).  Second,  c  (2).  Third.  3  (2).  Relation 
to  subject.  3  (1).  Principal  parts.  4  (1).  Derivatives. 
a  Of  the  pure  verb.  1  (2).  Infinitives,  a  (2j.  Nature,  b 
(2).  Forms,  c  (2).  Uses.  2  (2).  Participles,  a  (2).  Nature. 
b  (2).  Forms,  c  (2).  Uses,  b  (1).  Of  the  attributive  verb. 
1  (2).  Infinitives.    (Review).    2  (2).  Participles.     (Review). 


For  the  Eighth  Grade.  133 

b.  The  Preposition.— 1  (1).  Nature.  2  (1).  Its  phrase.  3  (1). 
Definite  meanings  of  the  common  prepositions.  4  (1). 
Special  uses  of  certain  prepositions. 

c.  The  Conjunction. — 1  (1).  Nature.     2  (1).  Uses. 

A  review  of  phrases  and  clauses  is  made  after  finishing" 
the  parts  of  speech  in  order  to  fix  the  relations  of  the  parts 
of  speech  to  each  other  more  firml}-. 

In  disposing"  of  the  classic  selection,  which  finishes 
the  work  of  the  eig"hth  year,  it  is  thought  that  almost 
every  point  discussed  in  the  two  years  of  composition  and 
grammar  will  be  broug"ht  up  for  review,  thus  leaving  a 
working'  knowledg"e  of  the  subject /Ve^/i  in  the  pupil's  mind. 

Natural  Science. 
The  following  course  of  laboratory  work  is  outlined  by 
Mr.  ,J.  A.  Keith,  of  the  Normal  Training"  School,  for  the 
fall  and  winter  terms  of  eighth  grade. 

INTRODUCTORY  REMARKS. 

This  outline  of  laboratory  work  for  the  eighth  grade 
requires  twent3'-seven  weeks'  time  working  three  periods 
(forty-five  minutes  each)  a  week  in  the  laboratory — and 
recitations  two  periods  a  week.  The  pupils  keep  a  note 
book  and  write  up  the  experiments  each  day.  A  great 
man\^  of  the  experiments  should  be  performed  by  the 
pupils  under  the  direction  of  the  teacher.  A  clear  and 
definite  aim  should  precede  each  experiment:  an  aim 
with  an  interest-catching  hook  to  it. 

The  work  on  heat  has  been  quite  fully  outlined:  the 
other  subjects  are  less  detailed.  Our  aim  is  not  to  supply 
the  teacher  with  either  knowledge  or  device,  but  to  sug- 
gest a  sequence  of  topics. 

The  sequence  of  subjects  here  presented  maj-  be  changed 
to  suit  the  convenience  of  pupils  and  teacher.  With  suit- 
able apparatus  the  equivalent  of  this  outlined  work  will 
be  easily  done  by  eighth  grade  pupils. 


134  Course  of  Study 

REFERENCE  BOOKS. 

"Nature  Study."     W.  S.  Jackman.     Henry  Holt  &  Co. 

"Home  Made  Apparatus."  J.  F.  Woodhull.  Kellogg- 
&  Co. 

"Simple  Experiments  for  School  Room."  J.  F.  Wood- 
hull.     Kellogg  &  Co. 

"First  Course  in  Science."  J.  F.  Woodhull.  Henry 
Holt  &  Co. 

"Physics  by  Experiment."  E.  R.  Shaw.  Effingham, 
Maynard  &  Co. 

Also  note  book  kept  by  pupils  in  ph3^sics  class  in  the 
Illinois  State  Normal  School. 

HEAT. 

1.  P rocluction. — 1.  Produced  by  friction,  percussion, 
chemical  action. 

2.  Experiments. — (a)  (1).  Rub  the  hand  briskly  on  the 
table.  (2).  Rub  two  pieces  of  wood  or  iron  together,  (b) 
(1).  Hammer  a  nail  vigorously  for  a  few  minutes.  (2).  Put 
a  nail  under  a  moving  locomotive  wheel,  (c).  To  a  quan- 
tity of  water  add  one-fourth  as  much  sulphuric  acid.  No- 
tice the  action.     Feel  the  tube. 

II.  Effects  of  Heat. — (a).  Expansion,  (b)  Combustion — 
partial,  complete. 

(a)  Expansion,  experiments. — 1.  Place  an  alcohol  lamp 
under  the  rod  of  a  pyrometer.  Notice  the  movement  of 
the  index.     Explain. 

2.  Take  two  pieces  of  metal,  one  of  which  fits  an  open- 
ing in  the  other.  Heat  the  former.  Why  can  3-ou  not  put 
them  together  now? 

3.  Take  equal-length  strips  of  tin,  steel,  and  brass. 
Fasten  at  each  end.  Heat  equally  from  below.  Explain 
the  curvature. 

Questions. — What  do  you  conclude  regarding  the  effect 
of  heat  on  solid  metals?    Why  are  rails  in  railroad  track 


For  the  Eighth  Grade.  135 

placed  so  that  the  ends  do  not  meet?  Large  brick  build- 
ing's are  often  strengthened  by  having"  their  walls  con- 
nected bj'  iron  rods.  Why  do  mechanics  heat  these  rods 
when  drawing  the  walls  together?  Why  does  a  blacksmith 
heat  a  wagon  tire  when  he  ''sets"  it?  Why  do  wagon  tires 
often  become  loose  in  summer  time?  [Two  reasons].  Con- 
stant firing  of  a  target  rifle  sometimes  results  in  clogging 
the  barrel  with  bullets.  Why?  Heat  rapidly  the  inside 
of  a  steam  pipe.     What  do  3'ou  notice? 

Have  pupils  look  for  other  illustrations  of  the  principle 
involved. 

4.  Throifgh  the  cork  of  a  filled  bulb  tube  put  a  fine  glass 
tube.  Nearl}^  fill  the  tube  with  water.  Heat  by  holding 
between  the  hands.  Notice  the  rise  of  water  in  the  fine 
tube.     Explain. 

5.  Put  the  above  apparatus  into  warm  water.  Explain 
results. 

6.  Put  3'our  thumb  on  the  bulb  of  a  thermometer.  Ex- 
plain. 

Questions. — What  is  the  eft'ect  of  heat  on  liquids?  Make 
a  thermometer  and  determine  the  zero  and  boiling  points. 
Teach  the  use  of  the  thermometer. 

7.  Fill  one  bulb  tube  as  in  (4)  with  water.  Fill  another 
with  alcohol;  and  a  third  with  kerosene.  Put  into  warm 
water  and  note  the  relative  rise  in  the  tubes. 

8.  Now  put  the  three  tubes  in  cold  wa.ter  and  note  re- 
sults. 

9.  Now  put  them  into  a  mixture  of  ice  and  salt,  being 
careful  not  to  get  the  mixture  above  the  necks  of  the 
tubes.     Explain  the  results. 

Qioestions.  Explain  the  bursting  of  water  mains  in  mid- 
winter. Which  is  the  heavier,  a  gallon  of  water  at  8'  C, 
or  one  at  48  C?  Why?  If  an  ice-cream  freezer  be  filled 
with  mixture  before  the  freezing  begins  what  will  occur 
as  freezing  progresses? 


136  Course  of  Study 

9.  Invert  a  partly  filled  bulb  tube  in  a  basin  of  water. 
Heat  the  upper  part  of  the  bulb.  Notice  what  happens 
in  the  basin  and  also  in  the  tube.  Remove  the  lamp  and 
note  results.     Explain. 

10.  Take  an  empty  thin  glass  tube,  with  an  5  tube  pass- 
ing through  the  cork  into  the  bottle,  and  put  mercury 
into  the  lower  arm  of  the  S  tube.  Heat  the  bottle  be- 
tween the  hands  (or  with  a  lamp)  and  notice  the  mercury. 
Explain. 

11.  Make  a  differential  thermometer  and  explain  its 
action. 

12.  Melt  a  piece  of  ice.     Evaporate  the  water. 

The  effects  of  heat  may  be  summed  up  as  follows:  1. 
Change  of  size;  2,  change  of  temperature:  3.  change  of 
state.  The  authority  of  the  teacher  must  suffice  for  the 
melting  and  vaporization  of  metals. 

Thermometers  indicate  changes  of  temperature.  The 
body  is  not  a  good  test. 

13.  Prepare  a  beaker  of  cold  water,  one  of  lukewarm 
water,  and  one  of  warm  water.  Put  the  lingers  into  the 
cold  and  warm  water.  Then  put  both  into  the  lukewarm 
water.     Explain  the  sensations . 

14.  Boil  a  quantity  of  water  for  ten  minutes,  then 
measure  again.  Explain  the  loss  of  volume.  What  be- 
comes of  the  water  when  mud  dries  up?  How  does  water 
change  its  form  when  it  evaporates?  What  is  the  form 
before  evaporation?  Afterward?  Is  it  visible  as  it  passes 
from  the  heating  pan?  Explain.  How  can  vapor  be  ren- 
dered visible?  Can  you  think  how  the  fog  is  formed?  Why 
do  fogs  disappear?  Explain  the  Newfoundland  fogs.  Ex- 
plain the  formation  of  clouds.  When  are  clouds  lowest? 
Why?  Explain  the  formation  of  dew.  Give  the  history 
of  a  drop  of  rain . 

15.  Which  is  the  heavier,  a  cubic  foot  of  ice  or  a  cubic 
foot  of  water?    Why?    Take  a  long-necked  bulb  tube  with 


For  the  Eighth  Grade.  137 

a  fine  tube  passing-  throiig-h  the  cork.  Fill  the  bulb  tube 
Avith  water.  Heat  slowly,  noting-  rise  of  water.  Cool  and 
pack  in  ice,  keeping  the  temperature  at  which  the  water 
beg:ins  to  expand .     (Be  careful). 

Transmismon  and  Phenomena  of  Heat. — 16.  Heat  one  end 
of  a  poker,  noticing  how  the  heat  passes  along-  it.  Con- 
duction. Hold  the  hand  near  different  parts  of  the  rod. 
The  hand  is  warmed  by  radiation.  Put  some  fine,  soaked 
sawdust  into  a  beaker  of  water  and  heat  slowl}-.  Notice 
the  movements  of  the  particles  of  sawdust.  The  heated 
water  rises:  the  cooler  water  sinks.  Why?  Why  are  not 
streams  as  warm  as  the  air  in  the  spring'?  Why  do  you 
"let  the  bucket  sink"  in  the  well  when  you  want  a  cool 
drink?  How  is  the  heat  transmitted  when  a  room  is 
heated  by  a  stove?  Steam-pipes  and  radiators?  Furnaces? 
Ho\v  is  pure  air  supplied  in  each  case?  Illustrate  the  sys- 
tem of  heating-  by  hot-water  pipes. 

IT.  Burn  paper,  soaked  \vith  saltpetre,  in  a  chimney, 
with  and  without  a  central  strip  of  tin,  both  on  the  table 
and  raised  from  it.  Stud}' ventilation.   "Smoke  Nuisance." 

18.  Relative  conductive  powers  of  iron,  glass,  and  brass 
rods.  Distribution  of  heat  in  a  rod  heated  by  conduction. 
What  happens  when  a  warm  body  is  broug-ht  into  contact 
with  a^ cooler  body?  Wrap  papers  around  brass  and  wooden 
rods.  Hold  at  equal  distances  from  lamp.  Which  burns 
first?     Why? 

19.  Test  several  thermometers.  Put  them  first  into 
melting-  ice  and  then  into  steam.  See  if  they  reg-ister  cor- 
rectly. Study  the  changes  preceding-  and  accompanying- 
hoiling. 

20.  Study  the  action  of  warm  water  in  a  closed  flask  on 
which  cold  water  is  thrown.  What  about  boiling  food  at 
high  elevations?  What  about  boiling  water  on  high  moun- 
tains? Under  what  conditions  could  you  hold  your  hand 
in  boiling  water?    Boil  w^ater  under  increased  pressure. 


138  Course  of  Study 

21.  Stud}^  the  "still."  Distil  alcohol  from  hard  cider- 
apply  flame  test. 

22.  Apply  equal  quantities  of  heat  for  equal  times  to 
equal  weights  of  different  liquids— water,  alcohol,  kero- 
sene, ammonia.  Note  results.  Teach  what  is  meant  by 
the  specific  heat  of  a  body.  Mix  500  g.  of  mercury  at  8 
degrees  C.  with  500  g.  water  at  84  degrees  C.  Find  the 
temperature  of  the  mixture.  Which  has  the  greater  spe- 
cific heat?    Why? 

23.  Dip  the  fingers  in  ether.  Allow  them  to  dry  in  the 
air.  Dip  again.  Blow  on  them.  Explain  the  sensations. 
Breathe  on  back  of  hand.  Blow  on  hand.  Explain  sensa- 
tions. 

24.  Put  a  few  drops  of  water  under  a  beaker  containing 
-a  little  ether.  Blow  on  the  ether  with  a  hand  bellows. 
Explain  the  result.  Visit  ice  manufactory,  or,  better 
still,  make  some  ice. 

25.  Put  as  much  salt  into  beakers  of  water  of  different 
temperatures  as  w^ill  readily  dissolve.  Note  the  fall  in 
temperatures,  and  the  relative  amounts  of  salt  dissolved 
bj^  waters  of  different  temperatures. 

26.  Take  the  temperature  of  a  thermometer  under  a  re- 
ceiver.  Exhaust  the  air.   Explain  the  fall  in  temperature. 

27.  Study  the  effects  of  the  sun's  heat  as  exhibited  by 
winds— trades,  counter  trades,  constant,  monsoon,  simoon, 
variable,  a  little  whirlwind,  cyclones,  tornadoes,  "'highs," 
"lows."     Stud}'^  weather  maps. 

28.  Call  to  mind  that  all  fuel  proceeds  or  has  proceeded 
from  the  sun.  Compute  the  power  of  the  sun's  rays  in 
evaporating  and  carrying  a  recent  rainfall. 

Combustion.— A  term  was  spent  on  this  work  in  seventh 
grade,  basing  the  work  on  WoodhulPs  "Simple  experi- 
ments for  the  School-Room." 

Mechanical  Motion  from  Heat.  —  Study  simple  form  of 
engine-     Heat  overcomes    cohesion  of   water,   changing 


For  the  Eighth  Grade.  139 

kinetic  heat-energ}-  to  potential  energ-}-  (expansive  power) 
of  steam.  Heat  through  steam  can  be  changed  to  mo- 
tion. Motion  can  be  changed  to  heat  or  electricity. 
Electricity  can  be  changed  to  heat  motion  or  light. 

The  following  topics  are  worked  out  also  on  a  plan 
similar  to  the  above. 

The  Mechanical  Powers.  Gravitation,  Hydrostatics, 
Pneumatics.  Light.  Sound.  Magnetism,  Frictional  Elec- 
tricity and  Voltaic  Electricity. 

The  science  work  for  Spring  Term,  eighth  grade,  is  as 
follows: 

ELEMENTARY    ASTRONOMY. 

The  teacher  may  well  take  the  outline  and  material 
represented  in  "Starland"  by  Sir  Robert  S.  Ball,  published 
by  Ginn  &  Co. 

The  pupils  should  keep  careful  record  of  the  discus- 
sions and  have  frequent  tests,  oral  and  written,  of  their 
master}^  of  the  work.  Other  books  and  charts  may  be 
used  for  reference  and  illustration. 

Arithmetic. 

Fall  Term. 

Review  and  complete  percentage,  following  the  sug- 
gestions of  Mr.  J.  A.  Keith  for  seventh  grade.  Give  great 
variety  of  familiar  application.  Oral  problems  of  many 
varieties  should  be  worked. 

Winter  and  Spring. 

Complete  Cook  and  Cropsey's  Advanced  Arithmetic. 
Do  not  limit  the  work  to  the  text  book. 

Spelling. 
The  work  is  similar  to  that  outlined  for  seventh  grade. 

Writing. 
The  plan  of  work  is  the  same  as  in  seventh  grade. 


140  Course  of  Study 

Music. 

The  following  plan  for  music  in  the  Grammar  school  is 
outlined  by  Mr.  J.  A.  Keith. 

Note. — About  twenty  minutes  each  daj'  is  given  to 
singing".  Pupils  soon  tire  of  any  one  ^"r/icZ  of  music  work. 
We  indicate  below  divisions  of  the  work;  but  the  work  of 
an}'  one  day  includes  work  from  two  or  more  divisions. 

I.  Songs  well  known  to  pupils,  to  secure  interest,  confi- 
dence, volume,  movement,  and  spirit:  America:  Star 
Spangled  banner;  Marching  Thro'  Georgia:  Battle  H3'mn 
of  the  Republic;  Tramp,  Tramp.  Tramp:  The  Sleighing 
Glee;  Song  of  the  Grass:  Who  Was  if?  Where  You  See  the 
Angels  Stand. 

II.  The  meaning  of  a  few  technical  terms,  as  clef,  de- 
gree, measure,  score,  double  measure,  etc.:  quarter-note,  etc.;  sharp, 
flat,  natural,  D.  C,  Fine,  p,  P2),f,ff,  etc.:    is  learned. 

III.  Reading  of  simple  music  in  the  key  of  C.  A  few  in 
other  keys.     A  few  well  known  ones  are  given  below: 

Spring  is  on  the  Mountain,  Sun  and  Shadow,  Leslie. 
Sweet  Day,  PiJce.  Once  More,  Bandall.  Spring  Song, 
Parl'er.  Onward  Marching.  Leslie.  Happy  Hearts,  Foudray. 
Those  Evening  Bells,  Beirley.  Song  of  Spring,  Beirley. 
Song  of  the  Grass,  Bandall.  The  River,  Beirley.  The 
Coasters,  Pilxe.     Come  Back  to  Your  Home,  Beirley. 

IV.  Songs  not  read  by  note,  but  learned  by  pupils: 
Serenade    (trio),  Leslie.     Slumber  Song,  Leslie.      "Twas 

Rum  that  Spoiled  My  B03'.  Trip  Lightly,  Beirley.  Guard 
Our  Nation,  Beirley.  The  Moonlight  Sail,  Leslie.  Blows 
the  Wind  Merrily,  Fargo.  We  Come  From  Fairy  Land, 
Leslie.  The  Old  Church  Bell,  Beirley.  Beautiful  Land, 
Pollock.  The  Whip-Poor-Will  Song,  French.  Beautiful 
Moonlight,  Beirley.     Vacation  Days  Are  Here,  Johnson. 

Most  of  these  songs  are  found  in  "Leslie's  Daj^  School 
Gems,'-  a  very  cheap,  well-bound,  and  satisfactorj-  book 
for  the  grade  of  pupils. 


For  the  Eighth  Orade.  141 

Consult,  also,  The  Model  Music  Course,  by  J.  A.  Brock- 
hoven  and  A.  J.  Gantvoort,  published  by  the  John  Church 
Company,  Cincinnati,  New  York,  and  Chicago.  Use  the 
Fourth  Reader  for  grammar  school. 

Preparatory  Class. 
This  is  a  class  of  pupils  peculiar  to  our  school.     They 
are  seeking  suitable  preparation  for  entering  the  Normal 
School.     The  course  of  study  for  the  term's  preparatory 
work  is  as  follows: 

Reading. 

Marmion.  Ginn  &  Co.  Ma5'nard,  Merrill  &  Co.  Hough- 
ton, Mifflin  &  Co. 

Seven  American  Classics.     Am.  Book  Co. 

Tales  of  the  White  Hills.     Houghton  Mifflin  &  Co. 

Vision  of  Sir  Launf  al.     Houghton,  Mifflin  &  Co. 

Selections  from  Ruskin.     Ginn  &  Co. 

Tales  of  Shakespeare.     Ginn  &  Co.     Macmillan. 

It  is  not  expected  that  all  these  will  be  read,  but  selec- 
tions for  this  class  may  be  made  from  this  list. 

These  students  need  to  be  awakened  to  the  beauties  of 
classic  literature.  Their  imagination  should  be  stimu- 
lated. Old  habits  of  monotone  and  indistinctness  should 
be  broken  up.  Get  at  the  spirit  of  the  reading  and  drill 
later  for  correct  rendering, 

G-eography. 

A  few  of  the  type  studies  of  North  America  will  be 
treated  completely  and  then  comparisons  will  be  instituted 
with  other  similar  topics  in  other  continents.  Take,  e.  g., 
the  following  types: 

The  Great  Lakes  and  the  St.  Lawrence, 

The  coal  mines  of  Illinois  and  of  the  United  States. 

New  York  City  as  a  trade-center. 


142  Course  of  Study 

The  Mississippi  Valley. 

The  Salt  Lake  Basin. 

The  Rocky  Mountains. 

The  Colorado  River. 

The  Cod-fisheries  of  New  Foundland. 

The  Island  of  Cuba. 

The  City  of  Mexico. 

The  comparisons  may  l>e  extended,  so  far  as  there  is 
time,  to  other  parts  of  the  world. 

Use  wall  maps.  Make  the  presentations  graphic.  As- 
sign definite  references  and  not  too  many  or  too  much  at 
a  time.     Draw  outline  maps. 

Arithmetic. 

Review  common  and  decimal  fractions,  compound  num- 
bers and  tests  of  divisibility. 

Give  abundance  of  oral  drill.  Master  the  elementary 
facts  and  processes  of  arithmetic.  Do  thought  work. 
Drill  on  careful  analysis  of  problems.  Illustrate  problems 
with  objects  and  diagrams. 

Teacher  study  Cook's  Methods  in  Written  Arithmetic. 

Grammar. 
In  the  main  follow  Miss  Mavity's  plans  as  outlined  for 
seventh  and  eighth  grade. 

Write  a  composition  once  a  month. 

Dictionary  Work. 
Take  Metcalf  and  DeGarmo's  Dictionary  Work,  Intro- 
duction, Chapter  1  to  Chapter  IV,  inclusive. 

Spelling  and  Music. 
The  same  plan  is  followed  as  in  the  grammar  grades. 


A   Hand   Book. 

Of  Practical  Suggestions  for  School-room  Work. 


Discipline. 

1.  Few  and  quiet  sig-nals  are  indicative  of  strength  in 
discipline. 

2.  Cultivate  firmness  and  decision  with  gentleness. 

3.  Do  not  forget  and  neglect  yonr  own  requirements. 

4.  In  cases  of  difficult  management  take  counsel  with 
the  principal,  but  control  the  room  yourself. 

5.  Competing  with  children  in  smartness  is  unworthy 
of  a  teacher. 

6.  Be  not  suspicious  and  hasty  in  attributing  fault  to  a 
child. 

7.  Assume  full  responsibility  for  the  class  in  all  re- 
spects. Depend  on  the  critic  teacher  only  for  outside  ad- 
vice. 

8.  In  exercising  discipline  use  the  direct  appeal  to  the 
principal  very  seldom.  Employ  your  own  tact  and  inven- 
tion to  meet  the  emergency.  Children  respect  a  teacher 
who  relies  on  himself. 

9.  Self-reliance  can  be  strengthened  by  preparation, 
will-effort,  and  experience. 

10.  Be  fair-minded  and  just. 

11.  Secure  the  respect  of  children  by  honest  dealing. 

12.  Keeping  children  after  school  to  learn  lessons  as  a 
means  of  punishment  is  poor  policy.  But  let  them  do 
their  tasks. 

1.3.  Have  pupils  pass  through  the  halls  quietly, promptly, 
and  in  line. 


lU  A  Hand  Book. 

14.  Use  your  eyes.     See  what  is  g"oing"  on  in  the  room. 

15.  Avoid  scolding"  and  censuring  in  the  class  and  before 
the  school.     Reprove  privately  and  make  it  effective. 

16.  Do  not  worry  over  little  noises  and  disturbances  if 
the  children  are  working"  heartily. 

Plan  and  Preparation. 

1.  On  the  back  of  the  plan-book  write  your  name,  the 
term  of  the  year,  grade  of  the  class,  and  subject. 

2.  In  planning  a  lesson,  keep  both  the  children  and  the 
subject  matter  clearly  in  mind. 

3.  Each  lesson  should  have  a  distinct  aim,  which  brings 
the  topics  into  a  natural  sequence. 

4.  The  aim  should  touch  the  central  point  of  the  lesson, 
approach  it  from  a  familiar  side,  and  should  be  simple  and 
concrete  in  its  statement. 

5.  A  well-planned  lesson  gives  greater  freedom  for 
happy  inspirations  of  the  moment.  Abundant  and  clear 
knowledge  of  the  subject  is  the  teacher's  best  reserve. 

6.  Have  all  apparatus — as  maps,  charts,  blocks,  pic- 
tures, abacus,  chalk,  board-work— ready  before  the  reci- 
tation begins. 

7.  Mental  and  physical  freshness  are  so  important  as  to 
deserve  special  precaution. 

8.  Learn  to  make  plans  which  can  be  carried  out. 

9.  In  case  of  absence,  send  written  notice  in  time  and 
send  also  the  plan-book  so  that  the  substitute  may  know 
just  where  to  take  up  the  lesson. 

Assigning  Lessons. 

1.  To  assign  a  lesson  well  is  a  difficult  and  critical  thing. 

2.  Take  sufficient  time  before  the  end  of  the  period  to 
assign  lessons.     Five  minutes  is  often  insufficient. 

3.  The  aim  and  preparation,  or  first  step,  are  often  in- 
cluded in  the  assignment. 


A  Hand  Book.  145 

4.  Be  simple  and  explicit,  avoiding-  all  uncertainty. 

5.  Preparation  for  the  assignment  is  as  important  as 
for  the  recitation. 

6.  Create  an  interest  in  the  new  lesson  b}'  the  manner 
of  assig"ning  it. 

7.  In  using-  reference  books  do  not  work  at  random. 
Point  out  to  the  children  exactly,  by  volume  and  page, 
what  they  are  expected  to  look  for  and  prepare. 

8.  Assign  short  lessons,  but  insist  on  thoroug"h  mastery. 

9.  Call  to  mind  previous  topics  and  principles  which  ma}' 
be  of  service  in  stud^-ing  the  new  lesson. 

Art  of  Questioning. 

1.  It  is  a  difficult  art,  acquired  b}-  preparation,  pres- 
ence of  mind,  and  afterthought. 

2.  Think  twice  before  asking  a  question.  Do  not  var}-, 
modify,  and  correct  questions. 

3.  Make  one  question  go  as  far  as  possible.  Questions 
should  produce  thoughtfulness  and  reasoning. 

4.  Questions  designed  to  test  knowledg-e  acquired  should 
not  be  helps  to  the  pupil. 

5.  The  honest  questions  of  children  should  be  respected. 
But  many  children  abuse  their  privileg-e  and  should  be 
checked. 

6.  General,  indefinite  questions  are  often  blind.  Most 
questions  should  be  specific. 

7.  Do  not  waste  time  in  guessing,  in  questions  which 
children  cannot  answer. 

Securing  and  Holding  the  Attention. 

1.  To  strengthen  the  habit  of  attentiveness  in  children 
should  be  a  fundamental  aim  of  the  teacher.  Teachers  are 
too  careless  about  holding-  the  attention  of  the  whole  class. 

2.  Involuntary  attention  depends  upon  interest  in  the 


146  A  Hand  BooJ^. 

subject.     Voluntary  attention  depends,  first,  upon  the  will 
of  the  teacher;  secondly,  upon  the  will  of  the  pupil. 

3.  The  position  of  teacher  and  pupils  should  aid  atten- 
tion. 

4.  Recess  and  gymnastic  exercises  between  the  periods 
are  a  direct  support  to  attention. 

5.  A  pure  text-book  method  is  unfavorable  to  attention. 

6.  Laxit}^  of  attention  is  a  striking  weakness  of  our 
schools.  In  oral  recitations,  where  no  text-book  is  used, 
everything  depends  upon  attentiveness.  The  habit  of 
inattention,  cultivated  in  the  class-room,  repeats  and 
strengthens  itself  in  the  home  studies  of  children. 

7.  You  will  not  get  good  work  of  any  kind  by  simply 
asking  for  it,  but  by  insistence. 

8.  Provide  for  good  variet}^  of  w^ork  during  a  recita- 
tion. 

9.  Weak  control  and  weak  instruction  leave  a  class  in 
the  condition  of  an  unstrung  violin.  No  response  can  be 
elicited. 

Instruction. 

1.  The  teacher  is  a  guide  rather  than  a  lecturer. 

2.  Few  teachers  realize  what  it  is  to  treat  subjects  cah- 
cretely  and  Inductively.  Most  text-books  are  abstract  rather 
than  concrete,  deductive  rather  than  inductive,  and  teach- 
ers must  make  good  these  deficiencies.  A  teacher  should 
be  full  of  resources,  devices,  and  information.  Fertility 
in  device,  in  illustration,  in  graphic  drawing,  should  be  a 
professional  characteristic.  From  your  own  resources, 
add  vividness  and  reality  to  the  contents  of  the  text-book. 
Study  home  surroundings  and  experience  as  a  means  of 
illustration.     Have  children  do  the  same. 

3.  Study  the  general  plan  and  purpose  of  your  text- 
book. 

4.  Loud  and  persistent  talking  by  a  teacher  is  a  bad 
sign.     A  teacher  should  be  laconic  and  the  master  of  his 


A  Hand  Bool:  147 

tongue.     The  more  a  teacher  is  habituated  to  talking",  the 
less  the  pupils  think. 

5.  Do  not  explain  what  some  member  of  the  class  can 
explain. 

6.  Require  pupils  to  reproduce  all  facts  and  explana- 
tions given  by  the  teacher. 

7.  On  the  other  hand,  a  teacher  should  talk  to  the  best 
effect  when  occasion  requires.  In  the  oral  presentation  of 
a  new  lesson  to  a  class,  the  teacher  should  cultivate  a 
special  skill  and  vividness  in  narration  and  description. 

8.  Strictly  oral  lessons  in  natural  science,  literature, 
historj'-stories.  and  geograph}",  require  a  very  clear  and 
logical  outline  of  points  for  each  lesson.  It  should  be  put  on 
the  board  by  the  teacher  during  the  recitation,  and  each 
part  should  be  carefully  reproduced  by  the  children.  The 
outline  should  be  copied  also  into  blank  books  in  ink,  as 
the  basis  of  future  reviews. 

10.  In  general  do  not  tell  the  class  anything  which  is 
not  reproduced  during  the  same  lesson  by  the  children. 

Board  "Work. 

1.  There  is  always  a  temptation  for  teachers  to  be 
hastj^  and  earless  in  board  work,  done  before  the  class. 
Such  work  should  be  a  model  of  neatness.  Overcome  the 
spirit  of  hurr}'  and  flurry. 

2.  Keep  the  boards  free  from  careless  and  unnecessary 
marks.  Each  teacher  should  leave  the  boards  in  good  shape. 

3.  Copying  lessons  from  the  board  should  be  avoided  as 
much  as  possible. 

•i.  Children  should  be  kept  strictly  independent  of  one 
another  in  board  work. 

5.  Let  the  board  work  of  pupils  be  careful  and  thought- 
ful.    Check  the  habit  of  erasing  and  re-writing. 

6.  One  teacher  should  not  monopolize  board  room  with 
written  work  at  the  expense  of  others. 


148  A  Hand  Boole. 

Personal  Manner, 

1.  Acquire  self-control  and  confidence. 

2.  A  sincere  and  hearty  manner  is  ver}^  desirable. 

3.  Social  tact  is  all  important  to  a  teacher. 

4.  Confidence  in  the  pupils  and  sympath}^  for  them  en- 
courage like  feeling's  in  them. 

5.  The  easy  and  unostentatious  habits  of  a  gentleman 
are  not  acquired  in  a  moment,  but  by  close  observation, 
thoughtfulness  and  goodness  of  heart. 

6.  Awkward  positions  and  motions  should  be  studiously 
avoided. 

7.  Some  of  the  best  people  have  the  most  obnoxious 
faults  and  never  find  them  out.  Neatness  of  dress,  clean 
teeth,  and  well-kept  hands  and  finger-nails  have  become 
standard  requirements. 

8.  Do  not  get  too  close  to  the  children  in  recitation 
work.  They  will  speak,  read,  etc.,  with  more  force  and 
independence  at  a  little  distance  from  the  teacher.  Do 
not  fondle  older  pupils. 

Position  and  Manners  of  Children, 

1.  Let  them  sit  and  stand  squarely,  and  talk  clearly 
and  forcibly. 

2.  The  selfish  prominence  of  some  children  in  recitation 
should  be  checked,  while  the  timid  ones  should  be  encour- 
aged. 

3.  Children  should  be  required  to  show  a  kindlj^  and  re- 
spectful manner  to  schoolmates  as  well  as  to  teachers. 
The  behavior  of  children  should  be  as  quiet  and  courteous 
in  school  as  when  visiting  or  receiving  friends  at  home. 

4.  The  room,  desks,  and  floor  should  be  kept  as  neat  and 
orderly  as  the  best  room  at  home.  Be  very  careful  to 
avoid  ink  stains  on  desks  and  floors. 

5.  See  that  children's  names  are  well  written  in  all 
their  books.    Prevent  scribbling  in  their  books. 


A  Hand  Bool'.  149 

6.  Scraps  of  paper  should  be  kept  from  the  floor  and 
desks. 

7.  Be  careful  about  excusing  children  from  the  room. 
Keep  a  record  and  report  such  cases  to  the  room-teacher. 

8.  Do  not  waste  paper  or  any  materials  furnished  by 
the  school. 

9.  Let  children  keep  their  hands  clean  and  their  per- 
son neat. 

D  10.  Written  papers,  handed  in  to  a  teacher,  should  be 
clean,  with  well-cut  edges,  and  adequate  in  size  for  good 
work. 

Observing  Others'  Teaching. 

1.  Be  able  to  discover  quickly  the  strong  and  the  weak 
points  in  others'  teaching.     Give  reasons. 

2.  Find  out  beforehand  the  teacher's  plan  for  the  lesson. 

3.  Do  not  rely  chiefl}'  upon  memory  for  the  criticism  of 
a  lesson. 

4.  Our  faults  and  merits  are  often  seen  magnified  in 
the  teaching  of  others.  The  suggestions  thus  derived  may 
be  ver}'  helpful. 

5.  Make  j^our  criticisms  specific,  and  base  them  upon 
established  principles.  Be  able  to  point  out  clearl}"  the 
remedy. 

-6.  Stud}'  the  chapter  on  instruction. 

7.  Do  not  write  up  a  great  quantity  of  details,  but  give 
definite  and  pointed  criticism. 

8.  Do  not  forget  the  recitation  and  its  plan  in  the  crit- 
icism of  discipline. 

Self-Oriticism. 

1.  Bad  habits  or  tendencies  should  be  discovered  and 
corrected  at  the  beginning  of  experience  in  teaching. 

2.  Severe  and  effective  self-criticism  in  teaching  is 
wisdom. 

3.  Do  not  be  offended  easily  at  criticisms. 

4.  Do  not  think  too  much  about  yourself  while  teaching. 


150  A  Hand  Book. 

but  allow  the  interest  in  the  lesson  to  carry  3'ou  along-  vig- 
orousl3\ 

5.  Review  your  lessons  thoughtfully  and  consider  where 
you  might  have  improved  the  plan  or  its  execution. 

6.  Be  reasonable  in  acknowledging  your  mistakes  to 
children. 

Observation  of  Children. 

1.  Some  children  need  to  be  carefully  studied  by  the 
teacher,  because  of  their  peculiar  disposition. 

2.  A  knowledge  of  the  home  surroundings  and  habits  of 
a  child  may  help  the  teacher  to  appreciate  and  sympa- 
thize with  him. 

3.  Personal  and  kindly  conversation  with  a  child  \vhen 
school  is  not  in  session  will  often  help  both  teacher  and 
pupil. 

4.  The  practice  of  making  a  close  study  of  at  least  one 
child  each  term  will  give  the  teacher  much  suggestion 
and  tact  in  treating  other  children. 

5.  Be  careful  to  notice  whether  some  children  are  poor 
of  hearing,  near-sighted,  or  weak  physically  in  any  way. 
Adapt  conditions  to  such  needs. 

6.  Observe  children  on  the  play-ground,  on  excursions, 
etc. ,  where  they  express  their  disposition  and  their  individ- 
ualit}^  more  freely. 

Eeporting  Children. 

1.  The  study  hour  is  the  time  when  the  room-teacher 
can  attend  to  backward  and  deficient  pupils,  as  well  as 
assist  all  children  reasonably  in  their  allotted  studies. 

2.  Each  teacher  of  a  class  should  daily  interview  those 
children  who  are  negligent  in  their  work  or  who,  for  any  cul- 
pable reason,  neglect  the  full  performance  of  their  duties. 

The  class-teacher  should  also  report  daily  to  the  room- 
teacher  such  special  pupils  as  for  neglect  of  their  work 
need  special  attention  during  the  study  hours. 

By  looking  at  the  list  of  names  filed  on  his  desk  daily. 


A  Hand  Book:  151 

the  room-teacher  ma}'  aid  t;rreatly  in  keeping  each  child  up 
to  the  requirements. 

Promotions. 

1.  Pupils  in  a  class,  who  are  manifestly  graded  too  high 
or  too  low  for  the  class  in  which  they  recite,  should  be 
prompth'  reported  to  the  critic  teacher. 

2.  Occasional  promotions  or  reductions,  if  wiseh"  made, 
have  an  excellent  tonic  effect. 

3.  A  bright  child  sometimes  does  poor  work  in  a  class 
because  the  work  is  too  easy  for  him.  Promote  him  and 
lay  heavier  burdens  upon  him. 

Consult  with  parents  about  promotions  and  be  consid- 
erate of  all  the  circumstances. 

Teachers'  Responsibility  for  Suggestions  in  the  Hand  Book. 
I.  Pupil  teachers  should  make  constant  use  of  the  Hand 
Book  and  keep  its  injunctions  and  suggestions  in  mind. 
This  is  true  especially  at  the  beginning  of  the  term. 

2.  The  references  to  Special  Methods  in  Geography, 
Reading,  Literature  and  History,  and  Natural  Science 
should  be  read  and  applied  in  class-room  work. 

3.  Let  practicing  teachers  apply  to  the  critic  teachers 
for  necessary  desk-books,  paper,  and  other  materials.  Re- 
port pupils  promptly  who  are  not  supplied  with  text-books. 

General  Spirit  in  a  Class  or  School  Room, 

1.  Let  children  learn  to  help  each  other  in  a  kindly 
spirit. 

2.  Incidents  in  the  room  give  opportunity  to  appl}'  many 
lessons  learned  from  books. 

Records  and  Standing  of  Children. 

1.  Each  teacher  may  keep  in  a  private  note  book  such 
record  of  the  class  work  as  seems  helpful. 

2.  Once  a  week  let  each  teacher    record  in  the  class 


152  A  Hand  Book. 

record  (kept  at  the  room-teacher's  desk),  an  estimate  of 
each  pupil's  work.  Let  these  reports  be  made  with  care 
and  promptness.  (This  is  for  intermediate  and  grammar 
grades.) 

3.  At  the  end  of  each  month  a  card  report  is  sent  by 
the  room-teacher  to  the  parents  for  each  child. 

Relation  to  Critic  Teachers,  Plan  Books,  etc. 

1.  After  a  visit  from  the  critic  teacher,  the  practicing 
teacher  should  take  the  earliest  opportunity  to  visit  the 
critic  teacher  and  receive  the  criticisms. 

2.  Each  practicing  teacher  must  hold  himself  respon- 
sible for  reaching  his  classes  on  time,  both  in  the  Normal 
School  and  in  the  Training  School. 

3.  Each  teacher  of  a  class  is  expected  to  leave  his  or 
her  plan-book  on  the  desk  of  the  critic  teacher  each  Mon- 
day morning,  before  8:30,  with  the  plans  of  lessons  made 
out  a  week  ahead. 

ITotes  on  Critique-Lessons. 

1.  The  practicing  teachers  are  divided  into  three 
groups,  the  Primary,  Intermediate,  and  Grammar. 

2.  Once  a  week,  at  an  appointed  time,  each  of  these 
groups  attends  a  critique-lesson,  taking  careful  notes, 
which  are  preserved  in  ttie  plan-books. 

3.  Each  teacher  is  required  to  attend  one  regular 
critique-lesson  a  week,  and  write  up  the  notes  upon  it. 

4.  On  Monday  afternoon,  from  3  to  4  o'clock,  the  last 
regular  critique-lesson  is  discussed,  under  the  direction  of 
the  critic  teacher  of  that  group. 

5.  The  term  critiquc-lcsson  is  simply  a  brief  term  to  ex- 
press an  illustrative  lesson  presented  to  a  group  of  teach- 
ers for  close  observation  and  criticism. 

6.  The  criticisms  and  final  conclusions  relative  to  each 
critique-lesson  should  be  entered  briefly  but  pointedly  in 
the  plan-book,  in  a  separate  place. 


PRICE   LIST   OF 

HEKBARTIAN  PUBLICATIONS. 


DISCUSSION  OF  PRINCIPLES. 

McMurry's  General  Hethod  is  a  l)ook  of  'HA  pages  which  gives  a  clear 
and  interesting  statement  of  the  principles  of  teaching.  It  is  being 
used  in  teachers"  clubs  that  are  formed  in  manv  cities  and  towns. 
Price.  75  cents,  postpaid. 

The  riethod  of  the  Recitation.  ( ///  Prefix.)  This  volume  is  a  sequel  to 
the  General  Method,  and  is  the  combined  work  of  Dr.  Frank  McMurrv 
and  Dr.  Chas.  A.  McMurrj-  in  applving  the  principles  of  General  Method 
to  class-room  instruction  in  the  different  studies.     Price,  post-paid.  $1. 

APPLICATION  OF   PRINCIPLES  TO  SPECIAL  STUDIES. 

McMurry's  Books  on  Special  Method. 

Literature  and  Histor)-  in  Primary  Grades 25c 

Geography  Through  the  Fourth  Grade  (22b  pp. ) 40c 

Reading  in  Primary  and  Grammar  Grades 30c 

S.nence  in  Lower  Grades.     ( In  Press. ) 30c 

Ail  bound  in  flexible  cloth  covers. 

BOOKS  OF  MATERIAL  TO  BE  USED  BY  THE  PUPILS. 

Classic  Stories  for  the  Little  Ones,  bv  Lida  B.  McMurry,  is  a  beau- 
tifully illustrated  volume  of  Fairv  Tales  and  Folk-lore  written  for  chil- 
dren m  the  first  and  second  grades.  The  teachers"  edition  contains  full 
instructions  and  suggestions  on  the  purpose  and  method  of  teaching 
each  story.  No  such  book  has  ever  before  been  published.  It  is  now- 
ready.    Price  (postpaid),  teachers"  ed..  40c:  chikVs  ed..  35c. 

Robinson  Crusoe  for  Boys  and  Girls,  by  Lida  B.  McMurrv  and  Mary 
Hall  Husted.  is  another  book  of  material  to  be  used  by  the  pupil  in 
second  and  third  grade,  in  the  studv  of  literature  and  historv.  It  is  a 
transition  book  from  fairv  tales  to  real  historv.  and  the  Pioneer  History 
Stories  are  intended  to  follow  it.  Teachers"  arid  mothers"  ed.  sent  (post- 
paid), for  40c:  child"s  ed.  sent  (postpaid),  for  35c. 

The  Tales  of  Troy,  by  Dr.  Chas.  DeGarmo,  is  a  series  of  stories  for 
boys  and  girls,  that  is  intended  to  assist  in  the  studv  of  literature  and 
history  in  the  grammar  grades.  The  entire  historv  of  the  siege  and 
capture  of  ancient  Troy,  as  told  by  Homer  and  Virgil,  is  given  in  these 
stories.    Price,  cloth,  postpaid.  40c.  * 

McMurry's  Pioneer  History  Stories  is  a  book  of  material  for  the  use 
of  the  pupils  in  fourth  and  fifth  grades.  It  is  to  accompany  the  studv 
of  the  geography  of  the  Mississippi  Vallev.  and  Rocky  Mountain  region. 
Itis  a  companion  to  Methods  in  Geography.     Price,  50c,  postpaid. 

McMurry's  Pioneer  Explorers  on  Land  and  Sea.  (T/i  Press.)  Stories 
of  early  explorers  and  settlers  along  the  Atlantic  sea-board,  and  of  earlv 
navigators— Columbus  and  Magellan.  These  stories  run  parallel  with 
the  geography  of  the  fifth  grade,  and  are  more  directly  introductory  to 
the  early  history  of  our  country.    Price,  50c,  postpaid. 

Course  of  Study  for  the  Eight  Grades.    Price,  40c. 

Dr.  Harris'  Report  on  Correlation  of  Studies,  with  annotations  bv 
George  P.  Brown.  '.iOc. 

Address 

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Richmond,  CA  94804-4698 

ALL  BOOKS  MAY  BE  RECALLED  AFTER  7  DAYS 

•  2-month  loans  may  be  renewed  by  calling 
(510)642-6753 

•  1-year  loans  may  be  recharged  by  bringing 
books  to  NRLF 

•  Renewals  and  recharges  may  be  made 
4  days  prior  to  due  date 

DUE  AS  STAMPED  BELOW 
NOV  1  c  20^3 


Tb    JDIdD 


5801 16 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


